GIFT   OF 


vV 


OCT    8   19H 


r 


Department  of  Education 
State  of  Louisiana 

Course  of  Study  and  Syllabus 


FOR   THE 


Elementary  Schools 


THIRD   GENERAL    REVISION 


Page 

Recommendations 5 

Alternation 9 

Opening  Exercises 13 

Reading  and  Literature 17 

Language 38 

Spelling 65 

Writing 70 

Arithmetic 76 

(Jeography 81 


Page 

Louisiana  History 92 

American  History 96 

Civics' 110 

Nature  Study 116 

School   Gardens 133 

Physiology  and  Hygiene 140 

Elementary  Agriculture 144 

Drawing 149 

Vocal  Music 174 


BATON    ROUGE, 

State  Department  of  Education, 

1909. 


V 


T.  H.  HARRIS,  State  Superintendent. 


J 


DEPARTMENT   OF   EDUCATION 
STATE   OF   LOUISIANA 


Course  of  Study  and  Syllabus 


FOR  THE 


Elementary  Schools 


BATON   ROUGE, 

State  Department  of   Education, 

1909. 


T.  H.   HARRIS,  State  Superintendent. 


RAMIRES'JONES     C^^^^i    BATON    ROUGE,    LA. 


< 

State  of   Louisiana,   Department  of   Education. 

STATE   BOARD   OF   EDUCATION. 

Governor  Jared  Y.  Sanders,  President Baton  Rouge. 

State  Superintendent  T.  H.  Harris,  Secretary,  Baton  Rouge. 

Attorney  General  Walter   Guion New  Orleans. 

Hon.  a.  Brittin New  Orleans. 

Hon.  Geo.  Montgomery New  Orleans. 

Hon.  S.  L.  Le  Blanc Napoleonville. 

Hon.  D.  C.  Scarborough Natchitoches. 

Hon.  E.  L.  Kidd Ruston. 

Hon.  S.  McC.  Lawrason St.  Francisville. 

Hon.  S.  T.  Woodring Lake  Charles. 

Mr.  Lamar  Baker,  Assistant  Secretary Baton  Rouge. 

state  Superintendent  of  Education 

T.  H.  Harris Baton  Rouge. 

state  Institute  Conductor 

L.  J.  Alleman Baton  Rouge. 

state  High  School  Inspector 

Leo  M.  Favrot Baton  Rouge. 

Rural  School  Inspector 

C.  J.  Brown Baton  Rouge. 

Secretary  to  State  Superintendent 

Lamar  Baker Baton  Rouge. 

Assistant  Secretary  to  State  Superintendent 

W.  H.  Tipton Baton  Rouge. 

STATE   INSTITUTE   BOARD. 

T.  D.  Boyd,  President  Louisiana  State  Univerisity. 

J.^E.  Keeny,  President  Louisiana  Industrial  Institute. 

V.  L.  Roy,  President  State  Normal  School. 

E.  L.  Stephens,  President  La.  S.  W.  Ind.  Institute. 

J.  M.  Gwinn,  Supt.  of  New  Orleans  Schools. 

T.  H.  Harris,  State  Superintendent. 

L.  J.  Alleman,  Secretary,  State  Institute  Conductor. 

STATE  BOARD  OF  EXAMINERS. 

State   Teachers'  Certificates: 
T.  H.  Harris,  State  Superintendent. 
T.  D.  Boyd,  President  Louisiana  State  University. 

Parish  Superintendents : 
T.  H.  Harris,  State  Superintendent. 
L.  J.  Alleman,  State  Institute  Conductor, 
A.  B.  Coffey,  Dean  Teachers  College,  Louisiana  State  Univer- 
sity. 

E.  L.  Stephens,  President  Louisiana  S.  W.  Industr'l  Institute. 
H.  H.  Ryan,  Training  Teacher,  State  Normal  School. 


Course  of  Study  for  the  Elementary  Schools 
of  Louisiana. 


THIRD    GENERAL    REVISION. 
To  the  Parish  Superintendents  of  Louisiana: 

I  wish  to  urge  upon  you  the  necessity  of  following  this 
course  in  its  entirety.  It  has  been  carefully  prepared  by  a 
competent  committee  and  the  whole  course  must  be  followed 
if  the  parts  are  to  bear  the  proper  relation  to  each  other  and 
to  the  whole. 

I  wish  to  make  grateful  acknowledgement  of  the  services 
rendered  by  the  committee  named  below  in  preparing  the  sched- 
ules for  (1)  elementary  graded  schools;  (2)  for  rural  schools 
with  one  teacher  in  charge  of  seven  grades;  (3)  for  rural 
schools  with  a  teacher  in  charge  of  six  grades;  (4)  for  rural 
schools  with  one  teacher  in  charge  of  five  grades;  (5)  for  rural 
schools  with  one  teacher  in  charge  of  four  grades;  (6)  for  rural 
schools  with  one  teacher  in  charge  of  three  grades. 

Committee  on  arrangement  of  schedules:  A.  B.  Coffey, 
Dean  of  the  School  of  Education,  Louisiana  State  University; 
J.  M.  Gwinn,  Dean  of  the  School  of  Education,  Tulane  Uni- 
versity; J.  W.  Heekert,  Principal  of  Training  School,  Louisiana 
State  Normal  School ;  D.  T.  Powers,  Louisiana  State  University ; 
S.  E.  Weber,  State  High  School  Inspector;  V.  L.  Roy,  Super- 
intendent Avoyelles  Parish ;  L.  M.  Favrot,  Superintendent  St. 
Martin  Parish,  and  L.  J.  Alleman,  State  Institute  Conductor. 

I  desire  also  to  acknowledge  the  valuable  services  rendered 
the  State  by  the  following  committee  in  preparing  the  syllabus 
for  the  elementary  schools :  D.  T.  Powers,  Louisiana  State  Uni- 
versity; J.  W.  Heekert,  State  Normal  School;  L.  M.  Favrot, 
Superintendent  St.  Martin  Parish;  Clara  R.  Emens,  Roberta 
Newell,  State  Normal  School;  E.  W.  Jones,  Lafayette  Gram- 
mar School ;  Lawton  B.  Evans,  Superintendent,  Augusta,  Ga. ; 
Agnes  Morris,  State  Normal  School;  V.  L.  Roy,  Superintendent 
Avoyelles  Parish ;  L.  J.  Alleman,  State  Institute  Conductor. 

The  Department  approves  for  adoption  on  the  supplementary 
list  of  books  for  libraries  such  books  as  may  be  recommended 
in  the  course  of  study  and  not  contained  in  the  separate  library 
list. 


5 

This  course  of  study  is  sent  forth  with  the  hope  that  it  will 
render  valuable  service  to  the  children  and  teachers  of  the  State. 

Sincerely  yours, 

T.  H.  Harris, 
State  Superintendent. 


Recommendations. 


The  following  recommendations,  made  by  the  Committee  on 
Schedule  for  the  Elementary  Schools,  have  been  approved  by 
the  Department  of  Education: 

GRADED    SCHOOLS. 

1.  That  a  minimum  of  five  hours,  exclusive  of  recess,  be 
devoted  to  recitations  in  all  grades  of  the  graded  schools  except 
those  indicated  in  the  schedule. 

2.  Recesses  were  fixed  as  follows :  For  graded  schools,  morn- 
ing and  afternoon,  fifteen  minutes  each ;  noon,  one  hour.  , 

3.  Opening  exercises,  seventy-five  minutes  per  week  in  each 
grade. 

4.  Study  periods  in  the  different  subjects  should,  as  a  rule, 
precede  the  recitation  periods;  provided,  however,  that  this 
is  not  construed  to  m6an  that  study  in  the  different  subjects 
may  not  also  follow  the  recitation  when  advisable  to  do  so. 

HOME    STUDY. 
Home  study  is  to  begin  with  the  second  grade,  with  a  mini- 
mum of  twenty  minutes  per  day. 

Third  grade,  minimum  of  thirty  minutes. 

Fourth  and  fifth  grades,  minimum  of  forty-five  minutes  each. 

Sixth  and  seventh  grades,  minimum  of  sixty  minutes. 

EXAMINATIONS. 

The  State  Department  of  Education  was  requested  to  pre- 
pare uniform  tests  semi-annually  for  the  use  of  parish  super- 
intendents in  testing  the  pupils  of  the  different  grades. 

It  was  also  recommended  that  these  tests  be  given  a  value 
of  25  per  cent,  in  grading  the  pupils  for  promotion. 


CONVOCATIONS. 
( 1 )  Parish  superintendents  are  requested  to  hold  annual  con- 
vocations of  all  pupils  who  have  completed  the  course  of  study 
for  the  elementary  schools  of  the  State;  (2)  public  exercises 
should  be  held  at  these  convocations;  and  (3)  State  certificates 
for  the  elementary  schools  should  be  issued  by  the  State  Super- 
intendent and  presented  to  such  pupils  as  have  satisfactorily 
completed  the  Elementary  Course  of  Study, 

SCHEDULES. 

The  following  schedules,  showing  the  time  allotted  to  each 
subject  in  the  different  grades,  have  been  adopted. 

(It  is  urgently  requested  that  parish  superintendents  require 
the  teachers  to  prepare  their  daily  programs  in  accordance  with 
the  following  schedules.  The  order  of  subjects  in  the  daily 
program  need  not  follow  the  order  given  in  the  schedules.) 

GRADED   SCHOOL. 
(Numbers  in  columns  denote  minutes  per  week.) 


Opening   exercises.... 

Reading 

Language    

Spelling 

Writing    

Arithmetic 

Geography  (a),   (b) .  . 

History )  I 

Elementary   Science.  •  •  3  | 
Drawing      and      Manual  j 

Training | 

Music    I 

Games 


75 

♦200-200 

100 

50 
60 


100 

75 

100 


75 

■200  (2) 
100 

75 

50 
150 


100 
75 
50 


Total  mins.  per  week, 


960 


1,075 


75 

■200  (2) 

125 

150 

75 

200 


125 
75 


1,225 


75 
250 
225 
150 

75 
250 
125 

t75| 
t75 

125 

75 


75 

250 

250 

75 

75 

300 

.150 

t75 

175 

100 
75 


1,500 


1,500 


75 
150 
260 
75 
75 
300 
150 
150 
150 

100 
75 


1,500 


75 

150 

200 

7S 

75 

300 

bl50 

150 

150 

100 
75 


1,590 


*400  minutes  a  week;    recitations  twice  a  day. 

tAlternate.     History  three  times,  Elementary  Science  twice  per  week. 

a.  Louisiana  History  is  to  alternate  with  Geography  in  the  fifth  year. 
Geography  three  times  per  week,  Louisiana  History  twice  a  week. 

b.  In  the  seventh  year  alternate  Geography  and  Civics — Geography  three 
times  a  week.  Civics  twice  a  week. 


SCHEDULE  FOR  RURAL  SCHOOL  OF  SEVEN  GRADES,  ONE  TEACHER. 
(Numbers  in  columns  denote  minutes  per  day.) 


m 


Eh" 


Opening  exercises 

Arithmetic 

Recess,  all 

Reading 

History 

"Writing  or  Drawing 

Noon    

Language 

Elementary  Science,  ^ 

twice   a   week j- 

Spelling,  three  times  a  week J 

Geography,  three  times  a  week...  .  ^ 
Louisiana  History,  twice  a  week.  .  5 


15 
60 


10 

10 
20 
20 

15 
60 


15 


15 


10 


15 
60 
15 


I    15 
I    60 
20 


10       10 
5 

20    I    20 
15 

20 
15    I    15 
60       60 

20 

.1 

20 

1 


10 
85 
20 
85 
35 
15 
60 
65 

25 


35 


*Group  work ;  all  other  numbers  on  lines  between  two  grades  denote  that 
the  two  grades  are  combined  in  that  recitation  and  that  the  work  is  done  by 
alternation  of  grades.     (See  Alternation.) 

Program  for  six  grades,  same  as  above  with  grade  seven  eliminated,  and 
time  allotted  that  grade  distributed  among  remaining  grades. 

a.  Civics  is  to  alternate  with  seventh  grade  history — history  three  times 
a  week,  civics  twice. 


SCHEDULE    FOR    RURAL    SCHOOL,    FIVE    GRADES,    ONE    TEACHER. 


Opening  exercises , 

Arithmetic    

Writing  or  drawing,  all, 

Recess,    all 

Singing,    all 

Language   

Noon,   all , 

Reading    

Elementary    Science..., 

History 

Spelling 

Geography ...... 


10 


♦20   1*20 
10 


15 


20 


10 
20 


20 


20 
-15a 


20 


20 
10 
20 

I 


01 

"3 

Oft 


10 
70 
15 
20 
10 
45 
60 
100 
25 
20 
25 
20 


I 


♦Twice  a  day,  ten  minutes  to  each  recitation. 
a     Intended  to  include  third,  fourth  and  fifth  grades. 
Note. — Louisiana  History  to  be  alternated  with  U.  S.  History. 
Schedule  for  four  grades,  same  as  above,  with  fifth  grade  eliminated  and 
time  distributed  among  remaining  grades. 

SCHEDULE  FOR  RURAL  SCHOOL  OF  THREE  GRADES,  ONE  TEACHER. 


Opening  exercises,  all  grades .... 

Recesses,  all  grades 

Writing  and  Drawing,  all  grades. 

Singing,   all  grades 

Arithmetic    

Reading  (twice  a  day) 

Noon 

Language 

Elementary   Science 

Spelling    


15 


20 
40 


20 


15 
10    I    10 


Oft 


15 
20 
15 
10 
45 
100 
60 
50 
30 
20 


Alternation. 


Alternation  is  of  two  kinds,  viz.,  alternation  by  subjects,  as 
history  three  times  per  week  and  elementary  science  twice  per 
week;  and  alternation  by  grades.  In  graded  schools  alterna- 
tion is  of  the  first  kind  and  in  rural  schools  all  profitable  alter- 
nation is  of  the  second  kind.  Next  to  consolidation  of  schools, 
alternation  is  the  most  effective  means  of  overcoming,  to  a  lim- 
ited extent,  some  of  the  many  disadvantages  that  beset  the  rural 
school.  Consolidation  elevates  the  rural  school  to  the  standard 
of  the  town  graded  schools;  alternation  of  work  by  grades 
enables  the  rural  school  to  follow  the  State  Course  of  Study 
in  a  systematic  way,  differing  from  other  plans  only  in  so  far 
as  it  does  not  take  up  the  work  in  the  same  order  outlined  in 
the  course.  Alternation  combines  the  classes,  enables  the  teacher 
to  devote  more  time  to  the  recitation,  and  about  three-fourths  of 
the  students  take  the  Avork  in  the  regular  order. 

NOTES  ON  SCHEDULE  FOR  RURAL  SCHOOL  OF 
SEVEN  GRADES,  ONE  TEACHER. 

Sixth  and  seventh  grade  arithmetic  should  be  done  at  the 
same  time  (group  work),  but  it  is  not  intended  that  they  should 
do  the  same  work.  After  the  recitations  have  begun,  sixth  year 
students  may  recite^  or  explain  examples  on  the  board  while 
seventh  year  students  are  working  problems,  and  vice  versa. 
Give  variety  to  recitation  by  giving  out  examples  to  be  worked 
on  tablets,  every  pupil  in  this  class  working  the  same  example. 
Have  class  exchange  slates,  and  while  one  member  at  the  board 
explains  the  problem  (which  should  have  been  worked  simul- 
taneously with  tablet  work)  the  others  make  corrections. 

Frequently  both  classes  can  be  given  reviews  or  tests  to- 
gether. The  test  in  this  case  should  be  taken  from  the  sixth 
year. 

HOW  ALTERNATION  WORKS  OUT. 

In  reading  there  is  alternation  of  work  in  third  and  fourth 
grades,  and  in  fifth  and  sixth  grades.  The  child  who  began 
school  in  1906  will  do  the  reading  work  as  follows:     1906-07, 


10 

first  year  reading ;  1907-08,  second  year  reading ;  1908-09,  third 
year  reading;  1909-10,  fourth  year  reading;  1910-11,  fifth  year 
reading;  1911-12,  sixth  year  reading. 

The  child  who  entered  school  in  1907  and  has  been  regular 
in  attendance  and  is  normal  in  ability,  will  do  the  reading  > 
work  as  follows:  1907-08,  first  year  reading;  1908-09,  second 
year  reading ;  1909-10,  fourth  year  reading ;  1910-11,  third  year 
reading  (going  back  to  do  the  work  omitted)  ;  1911-12,  sixth 
year  reading;  1912-13,  fifth  year  reading  (going  back  to  do  the 
work  omitted). 

By  comparing  these  two  schedules  we  find  (1)  that  the 
child  who  entered  school  in  an  even  year  (1906)  does  the  read- 
ing work  in  the  order  of  the  course  of  study.  The  child  who 
entered  school  in  the  odd  year  (1907)  will  do  the  work  in  regular 
order  up  to  and  including  the  second  year,  but  in  1909-10 
(the  third  year)  he  will  do  fourth  grade  reading  with  the  regu- 
lar fourth  grade,  thus  accomplishing  the  aim  of  alternation  in 
the  union  of  two  grades  to  do  the  work  of  one  grade. 

WORK   IN   ODD   YEARS. 
1909-10,  1911-12,  1913-14. 

From  the  above  it  will  be  seen  that  the  reading  schedule 
for  1909-10  and  the  succeeding  odd  years  will  be  as  follows : 

Reading  in  Wheeler  Primer  or  New  Education  Reader,  Book 
I  (first  year)  ;  Wheeler  First  Reader  or  New  Education  Reader 
(second  year)  ;  Brumbaugh  Third  Reader  and  Brumbaugh  Stand- 
ard Fourth  Reader  (fourth  year  course)  ;  Literary  Readings, 
Curry  (sixth  grade  course). 

Third  grade  and  fifth  grade  course  in  reading  are  not  offered 
in  1909-10,  1911-12,  1913-14,  etc. 

WORK  IN  EVEN  YEARS. 
1910-11,  1912-13,  1914-15,  1916-17,  Etc. 
Wheeler  Primer  or  New  Education  Reader,  Book  I  (first 
year's  course)  ;  Wheeler's  First  Reader  or  New  Education 
Reader,  Book  II  (second  year's  course)  ;  Wheeler's  Second 
Reader  (third  year's  course)  ;  Brumbaugh's  Fifth  Reader,  Part 
II,  and  Literary  Readings,  Curry  (fifth  year  course). 


11 

Fourth  grade  and  sixth  grade  courses  in  reading  are  not 
offered  in  even  years.  But  it  will  be  noted  each  child,  by  means 
of  alternation,  completes  the  entire  course  mapped  out  for  a 
rural  school  of  seven  grades. 

IN    HISTORY. 

In  History  there  is  alternation  of  work  by  combining  fourth 
and  fifth  grades,  and  sixth  and  seventh. 

In  1909-10  begin  the  fifth  year's  work  in  history  and  have 
fourth  and  fifth  grades  united  in  that  work;  in  1909  have  the 
sixth  and  seventh  grades  together  do  the  work  of  the  seventh 
grade  in  history.  In  1909  there  will  be  no  fourth  grade  history 
and  no  sixth  grade  history  on  account  of  the  union  of  classes  (as 
per  schedule). 

In  1910-11  the  work  offered  will  be  the  fourth  year  history 
and  the  sixth  year  history.  The  fourth  year  history  will  be 
taken  by  the  fifth  grade  (last  year's  fourth  grade,  which  omitted 
fourth  year  course),  and  the  present  fourth  grade,  promoted 
from  last  year's  third  grade;  and  the  sixth  grade  course  will  be 
taken  by  the  present  sixth  year  class  (last  year  fifth),  and  the 
present  seventh  year  class  (last  year  sixth,  which  omitted  the 
sixth  year  course  last  year). 

Recitations  then  will  be  as  follows : 

IN    ODD    YEARS. 

1909,  1911,  1913,  Etc. 

History  classes  will  be  organized  in  fifth  and  seventh  year 

courses,  omitting  fourth  and  sixth  year  courses  in  the  course  of 

study,  and  alternation  carried  out  as  suggested  above  and  in  the 

schedule. 

IN   EVEN   YEARS. 
1910,  1912,  1914,  1916,  Etc. 
History  classes  will  be  organized  and  conducted  in  fourth 
and  sixth  year  courses  and  the  work  done  as  suggested  above. 

LANGUAGE,  ELEMENTARY  SCIENCE  AND  SPELLING, 
AND    GEOGRAPHY. 

The  explanation  made  above  in  connection  with  alternation 
in  history  will  hold  for  language,  elementary  science,  with  the 


12 

exception  that  it  will  be  noted  that  elementary  science  and 
spelling  also  alternate  as  subjects;  that  is,  elementary  science 
recites  twice  a  week  and  spelling  three  times.  In  addition  these 
two  subjects  alternate  by  grades  in  the  same  manner  as  does 
history. 

LOUISIANA    HISTORY. 

It  is  suggested  that  geography  and  Louisiana  history  be  made 
to  alternate  as  subjects  in  the  fifth  year — geography  three  times 
per  week  and  Louisiana  history  twice  a  week.  Louisiana  history 
should  also  be  made  to  alternate  by  grades  in  the  same  manner 
that  geography  does.  In  years  that  fifth  year  geography  is 
omitted,  Louisiana  history  should  be  omitted.  This  plan  will 
enable  rural  schools  to  follow  the  course  in  Louisiana  history.     . 

The  above  will  explain  how  the  alternation  should  be  done  in 
rural  schools  of  six,  five  and  four  grades  (each  under  one 
teacher).  i 


I 


Opening  Exercises. 

AIMS  AND   SCOPE. 

"While  the  morning  lesson  prepares  the  minds  of  pupils  for  the 
work  of  the  day,  fosters  a  wholesome  school  spirit  and  promotes 
punctuality,  the  unifying  thought  in  these  exercises  should 
make  for  moral  and  civic  training.  For  whatever  share  of  the 
burden  of  character  building  may  rest  upon  the  other  institu- 
tions of  society,  educational  authorities  rightly  claim  that  the 
ultimate  object  of  public  education  is  to  teach  children  how  to 
live  useful,  healthy,  righteous  and  happy  lives.  To  do  this  it  is 
essential  that  every  school  should  implant  in  the  child  the  love 
of  truth,  justice,  purity,  beauty  and  goodness,  through  the  study 
of  biography,  history,  nature,  manual  work,  literature,  music  and 
other  available  forms  of  art.  For  the  school  is  the  only  institu- 
tion whose  sole  function  is  to  educate  the  whole  child  to  the  ends 
of  social  control  and  social  betterment.  Good  citizenship  is 
applied  character  and  the  making  of  character  through  civic  and 
moral  training  is  the  real  reason  that  schools  exist  and  that 
millions  are  spent  in  their  maintenance. 

Life  is  a  complex  of  instinctive,  selfish,  social,  moral  and 
religious  reactions.  In  his  moral  development,  the  child  passes 
from  the  mere  push  and  pull  of  appetites  and  passions  to 
rational  control  through  intelligence  and  a  growing  personality 
that  responds  not  only  to  the  joys  and  sorrows  of  his  fellows,  but 
to  the  highest  ideals  of  humanity. 

Association,  co-operation,  opportunity,  motive,  choice,  respon- 
sibility and  achievement  are  the  cardinal  factors  in  the  making 
of  character.  The  child  should  not  only  be  taught  how  to  be 
industrious,  honest,  truthful,  obedient,  patriotic  and  reverential, 
but  the  practice  of  virtue  should  become  a  fixed  habit.  To  dimin- 
ish wrongdoing  in  the  world,  the  number  of  wrongdoers  must  be 
lessened.  The  task  is  a  double  one.  Children  must  be  taught 
to  do  specific  moral  deeds  and  to  eliminate  harmful  tendencies  by 
substituting  good  for  evil. 

MATERIALS    AND    MEANS. 

Through  lessons  especially  designed  and  skillfully  taught, 
during  the  ten  or  fifteen  minutes,  set  a^de  each  day  for  morning 


14 

exercises,  a  work  can  be  accomplished  by  the  school  that  can  be 
effected  in  no  other  way.  By  means  of  stories,  songs,  incidents 
of  school  life  and  other  forms  of  participation,  pupils  are  made 
conscious  of  a  community  spirit,  a  school  citizenship  and  of 
civic  righteousness.  Every  branch  of  study  contains  matter  of 
ethical  import  and  disciplinary  value. 

While  dogmatic  teaching  and  sectarianism  of  any  sort  find 
no  place  in  these  exercises,  the  common  schools  exist  to  inculcate 
those  elemental  qualities  upon  which  the  future  welfare  of  the 
home,  the  church  and  the  nation  rests.  Pupils  properly  trained 
in  our  schools  should  come  to  have  a  deep  regard  for  the  heroic 
struggle  of  mankind,  for  ideal  standards  of  conduct,  a  love  of 
country  and  a  genuine  reverence  for  the  God  of  all  creation. 

SCHOOL    GOVERNMENT. 

Rational  school  government  is  not  only  an  important  means 
of  moral  and  civic  training,  but  is  the  prime  requisite  for  suc- 
cessful teaching,  and,  as  a  rule,  the  two  go  hand  in  hand,  for 
busy  pupils  govern  themselves.  By  the  maintenance  of  rational 
schoolroom  order,  conditions  are  made  possible  whereby  every 
pupil  may  gain  the  greatest  good  for  himself,  mth  the  least  in- 
fringement upon  the  rights  of  others.  Honest  discipline  is  the 
square  deal  in  practice.  A  moral  lesson  may  go  in  at  one  ear 
and  out  at  the  other,  but  an  unjust  punishment  is  remembered 
for  a  lifetime. 

The  highest  incentives  must  come  to  the  pupil  from  a  love 
for  the  work,  from  the  ingenious  presentation  of  interesting 
material  and  the  satisfaction  that  comes  from  a  sense  of  increas- 
ing knowledge,  of  progress  and  social  worth. 

Worthy  achievements  tingle  the  blood  and  stimulate  to 
greater  activities.  Ambitions  aroused  respond  to  ideal  standards. 
Pupils  learn  to  do  by  doing  and  do  better  by  knowing  how. 

In  cases  where  interest  fails,  earnest  teachers  will  discover 
other  motives  for  study.  The  doctrine  of  interest  must  be  sup- 
plemented by  that  of  effort.  There  is  no  reason  why  a  fine  sense 
of  rivalry,  school  pride  and  a  fair  assurance  of  future  benefits 
may  not  be  judiciously  employed.  Appreciative  criticism,  the 
frequent  exhibition  of  work,  rally  days  and  occasions  that  call 
for  united  and  worthy  efforts  are  potent  factors  in  the  life  of  a 
well-managed  school. 


i 


15 

PERSONALITY  OF  THE  TEACHER. 

The  factor  that  outweighs  all  others  in  the  work  of  the 
schoolroom  is  the  personality  of  the  teacher.  To-day  children 
are  led  out  of  the  bondage  of  ignorance  and  evil  tendencies  not 
by  pillars  of  fire  but  by  living  examples.  Along  with  the 
teaching  personality  there  goes  a  moral  tone,  a  life-giving  atmos- 
phere of  sincere  humanity,  a  spiritual  touch  that  wins  confidence 
and  bespeaks  the  humanizing  power  of  a  cultured  soul  lovingly 
applied.  Self -abandon,  breadth  of  sympathy,  fairness,  patience, 
firmness,  vigilance  and  a  manifest  interest  in  the  educational 
welfare  of  the  pupils  are  qualities  in  the  teacher  that  count  for 
lasting  results. 

SPECIFIC    SUGGESTIONS. 
Grades  1-4. 

1.  Converse  with  children  upon  topics  of  interest  to  win  their 
confidence  and  ascertain  a  working  basis. 

2.  Encourage  habits  of  cleanliness,  neatness  and  obedience. 

3.  Give  attention  to  forms  of  politeness  in  act  and  speech  by 
encouraging  politeness  to  teacher  and  classmates.  Teach  forms 
of  greeting. ' 

4.  Singing  and  dramatization  of  stories. 

5.  Teach  maxims,  memory  gems  and  proverbs.  Illustrate, 
when  possible,  by  incident  or  story,  the  evil  effects  of  deceit, 
lying,  stealing,  tattling  and  idleness.  Make  use  of  incidents  of 
schoolroom  occurrence. 

6.  Emphasize  the  ethical  side  of  stories,  fables,  parables  and 
myths. 

7.  Show  the  fruits  of  industry,  truthfulness  and  heroic 
action  through  concrete  example. 

8.  Read  Black  Beauty  and  Robinson  Crusoe,  stories  from 
J.  C.  Harris,  Irving,  Hawthorne  and  the  Bible,  nature  and 
history  stories,  etc. 

(These  stories,  fables  and  poems  should  'be  taken  from  the  list  given  for 
the  language  work,   and  in   this  way  correlation   is  accomplished.) 

9.  Read  and  discuss  patriotic  deeds  done  by  boys  and  girls, 
also  heroic  deeds  of  animals.  Make  use  of  biography  and 
incidents  from  history. 


16 

10.  Care  of  body,  health  and  clothing.  Care  of  books,  pencils 
and  school  property.   Care  of  all  public  property. 

11.  Relation  of  children  to  parents,  kindness  to  animals  and 
respect  for  age. 

12.  Show  how  pupils  may  keep  the  schoolroom,  sidewalks, 
yards  free  from  litter;  how  to  protect  the  trees,  birds  and 
help  make  home  and  community  wholesome  and  sightly. 

Grades   5-7. 

13.  Patriotic  songs  and  lessons. 

14.  Read  Birds  and  Bees,  Sharp  Eyes,  Walden  Pond,  Dog 
of  Flanders,  etc. 

15.  Discuss  the  transforming  power  of  organic  life,  how  slime 
and  muck  become  water  lily;  the  sequence  and  co-operation  of 
parts.  Note  the  necessity  for  obedience  to  natural  law.  Study 
of  parasites. 

16.  Exercises  by  individual  pupils  and  by  groups.  Study 
of  industries.  The  making  of  sugar  from  cane,  maple  sap,  and 
beets  given  in  narrative  form  by  separate  groups. 

For  suggestion  as  to  making  this  work  extremely  interesting  see  Geog- 
raphy, page  87. 

17.  Lessons  on  the  care  of  property  and  regard  for  the  rights 
of  others. 

18.  Turn  all  decorative  and  manual  work  to  practical  ac- 
count. 

19.  Study  of  typical  inventions,  modes  of  travel  and  our  in- 
debtedness to  others. 

20.    Literature  of  the  hand,  tongue  and  eyes.    Make  use  of 
classical  stories  and  precepts  from  the  Bible. 

21.  Read  selections  from  James  Whitcomb  Riley,  Eugene 
Field,  Robert  Louis  Stevenson,  Sidney  Lanier,  Father  Ryan, 
George  W.  Cable,  etc. 


Reading  and  Literature. 

General  Directions. 

The  average  child  requires  about  three  years  for  the  mastery 
of  reading,  and  for  this  reason  the  subject  is  likely  to  be  dry 
and  dull  unless  there  is  a  motive  as  well  as  a  foundation  for 
learning  to  read.  When  it  is  considered  that  reading  enters  into 
every  subject  of  the  course  of  study,  its  importance  becomes 
quite  clear.  The  language  group — reading,  literature,  language, 
writing  and  spelling — is  by  far  the  most  important  group  in 
the  course  of  study,  and  should  be  given  most  time  and  attention. 
Of  these,  reading  occupies  the  first  place.  The  importance  then 
of  the  acquisition  of  a  good  reading  habit  which  will  enable  its 
possessor  to  read  understandingly  and  sympathetically  can  not 
be  too  much  emphasized. 

Reading  may  be  a  powerful  means  of  training  the  mind  if 
properly  taught,  but,  on  the  other  hand,  nothing  will  contribute 
more  to  slovenly  habits  of  mind  than  the  slovenly  teaching  of 
reading.  Children  do  not  as  a  rule  learn  to  read  stories  out  of 
books  and  retain  them  until  they  are  about  ten  years  old.  Read- 
ing in  school  may  be  divided  into  two  periods — ^the  period  from 
the  first  to  the  third  years  inclusive  being  devoted  to  the  process 
of  learning  to  read;  the  period  from  the  fourth  year  to  the  end 
of  life  being  devoted  to  the  process  of  reading  to  learn,  (1)  for 
information,  (2)  for  culture,  and  (3)  for  pleasure. 

It  becomes  evident  that  the  teacher  must  have  a  distinct 
aim  in  view  during  each  period,  and  that  the  method  must  be  in 
accordance  with  the  aim  of  the  teacher.  It  is  also  evident  that 
the  first  three  years  of  the  reading  course  are  th«e  most  important. 
What  has  been  said  should  not  be  interpreted  to  mean  that  the 
thought  of  the  printed  page  must  be  ignored  during  the  first 
three  years.  The  fact  that  thought  must  be  duly  emphasized 
adds  to  the  difficulty  of  mastering  words. 

The  child's  natural  craving  for  stories,  fables  and  rhymes 
should  be  recognized  from  the  beginning.  The  powerful  culture 
value  of  stories,  poems  and  nature  study  should  be  utilized  in 
furnishing  a  motive  and  a  foundation  for  the  reading  in  the 
primary  grades.     Hugh  Miller  says,  "Learning  to  read  is  to  get 


18 

stories  out  of  books,"  and  the  teacher  wins  half  the  battle  who 
can  lead  children  to  get  this  point  of  view. 

The  progress  made  in  reading  will  depend  upon  the  interest 
and  attention  of  the  child,  hence  the  starting  point  must  be  of 
interest  to  the  child  and  this  interest  must  be  sustained  through- 
out the  course  by  means  of  persistent  effort  on  the  part  of 
the  teacher.  Method  is  of  supreme  importance,  and  the  more 
versatile  the  teacher,  the  more  she  can  correlate  reading  and  lit- 
erature with  other  subjects  of  the  course,  the  greater  will  her 
success  be.  The  use  made  of  the  story,  the  poem,  of  nature 
study,  and  geography  in  the  language  course  is  suggestive  of 
the  manner  of  using  these  materials  in  reading.    (See  Language.) 

Reading,  language,  and  literature  are  so  nearly  synonymous 
in  the  primary  grades  that  it  is  difficult  to  draw  the  line  of 
division. 

The  use  of  the  story  in  reading  may  be  summarized  as 
follows : 

1.  Oral  story  telling  by  the  teacher, 

2.  Oral  reproduction  by  the  child. 

3.  Writing  simple  statements  on  the  board  from  the  child's 
reproduction. 

4.  Reading  of  these  statements. 

5.  Drill  exercises  on  the  recognition  of  the  words  used. 

6.  Copying  words  and  sentences  from  the  written  statements. 
It  will  be  seen  that  exercises  of  the  kind  mentioned  above 

involve  all  forms  of  the  language  group:  reading  and  litera- 
ture, language,  spelling,  and  writing.  By  means  of  the  story,  a 
desire  may  be  created  in  the  child  for  the  things  worth  reading, 
and  these  things  as  well  as  other  material  may  be  incorporated  in 
the  reading  lesson  with  profit.     (See  Language.) 

The  Reading  Hour  and  the  Use  of  the  Library. — Teachers 
should  read  to  pupils  (tell  stories  in  the  first  grade)  not  merely 
for  the  pleasure  and  entertainment  of  the  children,  but  to  fur- 
nish them  with  models  of  literature  and  of  expression.  The  ma- 
terial should  be  selected  with  care. 

The  use  of  the  library  should  be  emphasized.  Chil- 
dren should  be  gradually  led  to  discover  that  the  library  con- 
tains information  that  is  of  interest  to  them  and  which  they  wish 
to  know.  By  selecting  stories  to  be  told  and  read,  by  showing 
pictures  in  the  books  to  young  children,  and  later  by  reading  a 


19 

paragraph  or  two  and  permitting  the  class  to  finish  the  story 
are  suggestive  of  some  means  of  introducing  the  library  to  the 
class  in  the  lower  grades,  and  of  arousing  interest  in  good  books. 
Material  for  reading  from  the  blackboard  may  be  selected  from 
the  library  books.  Nursery  rhymes  furnish  excellent  material 
for  word  drills,  provided  they  have  been  introduced  to  this  mate- 
rial orally  during  the  story  hour. 

In  the  advanced  grades  the  library  should  T^e  freely  used  to 
enrich  and  supplement  the  various  subjects  in  the  course,  such 
as  geography,  science,  history  and  literature.  The  children  of 
these  grades  should  be  encouraged  to  take  library  books  for  home 
reading,  and  a  given  amount  of  such  reading  should  be  required 
throughout  the  session.  To  use  the  library  effectively  it  must 
contain  the  classics  adapted  to  the  grade,  and  the  teacher  must 
be  familiar  with  its  contents,  in  order  to  direct  the  efforts  of  the 
children  along  the  proper  channels. 
Summary. 

1.  It  is  necessary  to  arouse  the  interest  of  the  child  in  order 
to  secure  his  attention. 

2.  The  first  three  years'  work  in  reading  is  largely  drills 
upon  the  recognition  of  words,  hence  the  importance  of  main- 
taining interest  and  variety  in  the  recitation.  Teachers  should 
guard  against  mechanical  reading  so  common  in  the  primary 
grades.     Emphasize  thought  from  the  beginning. 

3.  Drawling,  monotonous  reading  should  not  be  tolerated  at 
any  time.  Never  permit  children  to  spell  the  words  in  the  sen- 
tence while  reading.  Words  should  be  recognized  at  sight.  By 
drilling  on  the  words  likely  to  give  trouble  (the  new  words  and 
the  difficult  words  in  the  lesson)  and  requiring  silent  reading 
before  oral  reading,  sing-song  expressions  may  be  avoided.  In 
order  to  get  correct  expression  children  should  be  required  fre- 
quently to  repeat  the  sentence  without  the  book. 

4.  In  the  lower  grades  the  method  of  giving  expression  to  the 
reading  lessons  may  be  varied;  it  may  be  oral,  drawing,  paper 
cutting,  the  sand  table  and  molding,  or  dramatization.  The  last 
is  very  popular  with  primary  grades. 

5.  Above  the  third  grade  emphasis  should  be  placed  upon 
oral  and  written  expression.  In  these  grades  the  assignments 
should  be  so  definite  as  to  make  clear  just  what  is  expected 


20 

of  the  class  in  (1)  words  to  be  looked  up  for  pronunciation 
and  meaning,  (2)  questions  to  be  verified  by  observation  and 
reading,  (3)  maps  to  be  examined  and  studied,  (4)  allusions 
to  be  studied.  In  making  these  assignments  judicious  help 
and  direction  should  be  given  by  the  teacher  until  such  time 
as  the  children  shall  have  learned  the  use  of  the  library  and 
reference  books  sufficiently  to  be  required  to  do  this  work  un- 
aided. In  the  beginning  of  such  work  the  teacher  should  guard 
against  assigning  lessons  beyond  the  capacity  of  the  class;  and 
particularly  against  assigning  so  much  research  work  as  to 
cause  the  class  to  lose  sight  of  the  main  aim — the  sympathetic 
appreciation  of  the  masterpiece. 

6.  Every  school  in  Louisiana  should  be  provided  with  a 
well-stocked  library  containing  the  literature  and  the  supple- 
mentary readers  adopted  by  the  State  Board  of  Education  for 
the  different  grades.  A  sufficient  number  of  copies  of  the 
latter  should  be  on  hand  to  permit  of  use  in  class. 

FIRST     YEAR. 

READING   AND   LITERATURE. 

See  general  directions. 

Texts. — ^Wheeler's  Primer,  or,  The  New  Education  Reader. 
(Phonics.) 

Supplementary  Readers. — Graded  Classics,  Book  I,  B.  F. 
Johnson  Publishing  Company;  Baker  and  Carpenter  Language 
Readers,  First  Book,  Macmillan  Company;  Stepping  Stones  to 
Literature,  Book  I,  Silver  Burdette  &  Co.;  Classics  Old  and 
New,  American  Book  Company. 

Other  Supplementary  Readers. — Overall  Boys,  Sunbonnet 
Babies,  Nature  Stories  for  Young  Readers. 

Suggestions  as  to  the  Use  of  the  Books. — The  State  Board  of 
Education  has  made  the  use  of  the  Wheeler  Primer  or  the  New 
Education  Reader  (phonics  reader)  optional  with  the  teacher. 
In  cases  where  the  phonics  reader  is  used  it  is  recommended  that 
the  Wheeler  Primer  be  used  as  a  sight  reader. 

While  the  Department  of  Education  sanctions  the  use,  and 
wishes  to  encourage  the  teaching,  of  phonics,  it  is  recommended 
that  teachers  look  carefully  into  the  subject  before  deciding  what 
course  to  pursue.    No  teacher  should  go  blindly  into  the  subject 


21 

of  phonics  and  make  a  failure  for  want  of  sufficient  preparation 
or  study.  Directions  for  the  use  of  the  New  Education  Readers 
may  be  found  in  the  books  (I  and  II),  and  also  in  a  pamphlet, 
''Directions  to  Teachers  for  the  Use  of  New  Education  Readers, 
Book  I,"  which  may  be  obtained  by  applying  to  your  parish 
superintendent. 

There  is  ample  material  in  the  Wheeler  Primer  for  a  full 
year's  work.  It  is  a  mistake  even  in  graded  schools  to  attempt 
to  cover  the  ground  in  a  half  session.  Supplementary  material 
from  the  library  should  be  used. 

Aim  in  the  Beading. — The  leading  aims  in  the  primary 
grades  are  (1)  to  secure  the  mastery  of  words;  (2)  to  interpret 
thought  on  the  printed  page  and  to  give  proper  expression  to 
such  thought;  (3)  to  lay  the  foundation  for  an  appreciation  of 
literature;  and  (4)  to  give  the  child  a  key  by  means  of  which  he 
may  pronounce  new  words. 

Method  of  Procedure. — ^Wheeler  Primer.    (1)  Teach  the  word 
as  a  whole  by  simply  telling  the  child  what  it  is.    Do  not  bother  ■ 
with  the  names  or  sounds  of  letters  at  first.     Do  not  hesitate  to 
tell  a  child  a  word — it  is  the  only  way  he  can  get  it  before 
he  has  learned  the  sounds  of  letters. 

2^.  See  that  fifty  or  seventy-five  primer  words  are  mastered 
before  using  the  book.  Teach  the  words  in  script  sentences  from 
the  blackboard,  not  the  same  but  similar  sentences  to  those  found 
in  the  primer.  Four  or  five  weeks  should  be  spent  in  this 
work  on  the  blackboard. 

Construct  your  own  sentences;  use  plenty  of  them;  make 
them  very  short.  Never  permit  a  child  to  read  a  sentence  until 
he  can  do  so  without  a  break.  Have  the  reading  easy  and  natural 
and  insist  on  correct  expression  from  the  beginning.  Discuss  the 
picture  with  the  children  as  a  preparation  for  the  reading. 

Reading  to  the  Children. — Read  to  the  children  and  tell  them 
stories  as  often  as  possible.  The  reading  should  be  a  model  in 
expression.  The  story  can  furnish  material  for  reading,  for  lan- 
guage, for  writing  and  for  spelling.  It  can  also  be  used  for  busy 
work  by  having  words  printed  on  slips  and  requiring  the  chil- 
dren to  construct  sentences  with  these  slips  from  the  written 
story  on  the  board. 


22 

Phonics. — In  the  New  Education  Reader  the  directions  are 
sufficiently  clear  to  enable  any  one  to  become  prpficient  who  is 
willing  to  make  a  study  of  the  subject. 

But  even  though  you  do  not  teach  the  phonic  system,  it  be- 
comes necessary  for  you  to  help  the  children  to  help  themselves 
by  giving  them  the  sounds  of  the  letters.  Begin  at  first  by  sep- 
arating the  easy  words  of  the  lesson  into  their  elemental  sounds, 
and  give  drills  in  spelling  these  words  by  sounds,  using  several 
minutes  each  day  for  this  work.  Suggestive  exercises  are  scat- 
tered throughout  the  Wheeler  Primer,  and  they  should  be  used 
as  frequently  as  they  occur,  and  additional  ones  provided  by  the 
teacher.  A  little  of  this  work  should  be  done  daily  after  the  first 
four  or  five  weeks  of  school. 

By  following  this  plan  systematically  and  persistently  the 
child  can  easily  master  the  sounds  of  all  the  letters  of  the  alphabet 
during  the  first  year  of  school. 

Use  of  the  Library. 

Even  in  this  grade  children  may  be  introduced  to  the  library 
by  calling  their  attention  to  the  interesting  pictures  found  in  the 
books,  by  reading  and  telling  interesting  stories  from  the  books, 
and  arousing  a  desire  in  the  children  to  learn  to  read  these  stories 
for  themselves. 

The  library  of  this  grade  should  contain  several  copies  of 
each  first  reader  of  the  four  adopted  supplementary  readers. 
These  should  be  used  in  the  manner  indicated;  after  the  first 
halt-year  they  may  be  used  as  supplementary  readers. 

Sources  of  Material  for  Beginners. 

Oral  Work.  Reading. 

Games,  Mother  Goose.  Lessons  Based  on  Games. 

Fables,  Fairy  Tales.  Board  Exercises. 

Nature  Myths,  Child  Poems.       Primers,  First  Readers. 

Simple  Myths,  Stories,  Etc. 
Books  for  Teachers. 

A  Book  of  Nursery  Rhymes  (Mother  Goose),  D.  C.  Heath  & 
Co.;  Kindergarten  Stories  and  Morning  Talks  (Wiltse),  Ginn  & 
Co.;  Talks  for  Kindergarten  and  Primer  Grades,  Ginn  &  Co.; 
Literature  and  Life  in  the  Schools,  Colby;  Special  Method  in 


23 

Reading  for  tlie  Grades,  Macmillan  Company;  Ruskin's  Books 
and  Reading,  in  Sesame  and  Lilies ;  The  Children 's  Hour,  Milton, 
Bradley  &  Co. ;  Reading,  How  to  Teach  It,  Arnold ;  Primary 
Reading,  Method  of  Teaching  in  Ten  Cities,  Ed.  Pub.  Co. 
Library  Books. 

Many  of  the  books  for  the  second  year  (which  see)  may  be 
used  in  this  class.  The  books  have  all  been  listed  under  Books 
for  Second  Year  Library. 

SECOND    YEAR. 

READING  AND  LITERATURE. 

Texts:  Wheeler's  First  Reader,  or  the  New  Education 
Readers,  Book  II  (use  of  either  of  these  is  optional  with  teacher). 

Supplementary  Readers. — Graded  Classics,  Book  II,  B.  F. 
Johnson  &  Co. ;  Stepping  Stones  to  Literature,  Second  Book ; 
Language  Readers,  Second  Book,  Macmillan  Company;  Classics 
Old  and  New,  American  Book  Company. 

Stories  and  Rhymes. — A  Book  of  Nursery  Rhymes  (Welsh), 
D.  C.  Heath  &  Co.;  Book  of  Nature  Myths  (Holbrook),  Hough- 
ton, Mifflin  &  Co. 

See  General  Pirections. 

Aim. 

The  aim  is  the  same  as  indicated  for  the  first  year. 

Method. — Follow  directions  for  first  grade.  Continue  to 
make  use  of  the  pictures  found  in  the  book  as  a  preparation  for 
the  reading;  this  will  stimulate  a  desire  to  know  more  about  the 
story.  Devote  most  of  the  recitation  period  to  actual  reading. 
Require  correct  expression  and  continue  to  use  the  different 
means  of  expressing  stories  suggested  in  the  first  year. 

Frequently  give  variety  to  your  work — nothing  is  so  dull  to 
the  child  as  monotony.  Make  full  use  of  such  lessons  as  sug* 
gested  on  pages  23,  31,  etc.,  of  the  Wheeler  First  Reader.  This 
is  a  "  Deaf  and  Dumb  Party. ' '  Require  the  child  to  read  silently 
and  then  carry  out  the  suggestion  of  the  sentence  read.  In  the 
same  way  interest  may  be  increased  by  having  a  lesson  in  which 
the  children  are  required  "to  do  what  the  chalk  tells  us  to  do." 
Then  write  sentences  on  the  board  and  require  the  children  to 
execute  the  command  or  suggestion.     On  page  28  is  another  in- 


24 

teresting  exercise  in  which  the  children  are  required  to  read 
questions  and  give  answers,  using  full  statements.  These  same 
exercises  may  be  used  as  lanugage  work  and  busy  work.  They 
may  also  be  made  the  subject  of  writing  lessons.  On  page  37  are 
three  helpful  exercises.  Make  full  use  of  them  and  plan  original 
exercises  of  your  own.  Study  your  text — and  plan  your  work 
carefully,  if  you  desire  success  as  a  teacher  of  reading. 

Many  teachers  detract  from  the  interest  of  the  lesson  by  re- 
quiring pupils  to  learn  to  spell  the  words  at  the  top  of  the  lesson 
in  the  readers,  and  ''hearing'^  these  words  before  the  reading. 
These  words  are  placed  at  the  top  of  the  lesson  because  they  are 
the  new  words  to  be  learned — and  they  should  be  learned  at  sight 
and  the  spelling  should  be  deferred  until  after  the  reading 
lesson.  It  would  be  better  to  spell  by  sound  of  letters  (not 
names),  and  then  to  have  a  quick  drill  on  recognition  of 
the  words.  The  proper  place  to  spell  the  words  is  in  the  spelling 
lesson.  This  is  important  for  the  reason  that  we  want  to  train 
the  child  to  recognize  words  as  wholes,  and  not  halt  to  spell  words 
in  the  midst  of  reading,  as  the  spelling-before-reading  plan  is 
likely  to  develop.  Emphasis  should  be  placed  upon  sound  spell- 
ing in  the  lower  grades — it  is  the  sound  of  the  letter  and  not 
its  name  which  is  of  vital  importance  in  these  grades.  The  name 
of  the  letter  has  its  importance,  and  is  easily  acquired. 

At  the  close  of  each  lesson  in  this  grade  preparation  for  the 
study  of  the  next  lesson  should  be  made  by  having  a  drill  upon 
the  new  words.  If  the  work  in  phonics  of  the  previous  year  has 
been  effective  the  children  may  work  out  many  of  the  words  for 
themselves;  this  would  be  a  good  way  of  testing  the  results  of 
the  phonics  work,  and  at  the  same  time  give  the  children  prac- 
tice in  applying  their  knowledge  of  the  sounds  of  letters  while 
they  are  preparing  for  the  next  lesson.  Just  before  reading 
always  give  a  spirited  drill  on  the  new  and  difficult  words  of  the 
lesson.  In  these  drills  the  words  should  be  recognized  at  sight. 
Have  variety  in  the  drills.  (See  Primary  Reading,  Method  of 
Teaching  in  Ten  Cities,  Ed.  Pub.  Co.) 

Phonics. — The  work  of  the  first  year  should  be  continued. 
The  lists  of  words  of  similar  sounds  frequently  found  in  the 
text  (Wheeler's  First  Reader)  should  be  studied  and  the  sounds 


25 

• 
of  the  letters  in  different  positions  made  out  by  analogy.    These 
exercises  are  suggestive  of  others  that  teachers  should  prepare. 

See  pp.  16,  40,  48,  52,  65  and  others. 

Give  frequent  reviews  on  the  sounds  of  the  letters  and  their 
names.  (Note  that  the  sound  of  a  letter  and  its  na7ne  are  two 
different  things.)  At  the  end  of  the  second  year  children  should 
be  able  to  give  the  names  of  the  letters  of  the  alphabet  in  proper 
order  from  memory.  This  is  necessary  for  use  of  the  diction- 
ary later  on.  Frequent  drills  on  letter  names  should  be  given 
during  the  second  term  of  the  second  year. 

Note. — If  the  New  Education  Readers  are  used,  the  directions 
for  the  phonics  are  worked  out  in  detail.     (See  First  Year.) 

Beading  to  ihe  Children. 

Continue  to  read  to  the  children  for  the  double  purpose  of 
furnishing  them  with  models  of  expression  and  of  literature. 
Stories  should  be  frequently  told. 

Use  of  the  Library. 

The  library  should  contain  suitable  books  (see  list  appended) 
of  myths,  stories,  rhymes  and  poems,  from  which  the  above  selec- 
tion may  be  made.  It  should  have  a  rich  store  of  these,  because 
the  children  of  this  age  revel  in  them.  The  use  of  these  books  by 
the  children  should  be  encouraged  in  the  same  manner  indicated 
in  the  first  year.  The  rhymes  taught  during  the  first  year  should 
now  be  used  as  reading  material. 

Sources  of  Material  for  the  Second  Year. 

Oral  Work.  Reading. 

Robinson  Crusoe.  First  Reader  (Wheeler)  and 

Hiawatha.  Second  Readers. 

Seven  Little  Sisters.  Fables,  Fairy  Tales  and  Poems. 

(See  Language   for  second 
year.) 
Hiawatha  Primer. 
Library  Boohs  for  Second  Year  (and  First  Year) : 

Nature  Stories  for  Young  Readers,  Continued,  D.  C.  Heath 
&  Co. ;  Easy  Steps  for  Little  Feet,  American  Book  Company ; 
Classic  Stories  for  Little  Ones,  Educational  Publishing  Com- 
pany; Yerse  and  Prose  for  Beginners,  Houghton,  Mifflin  &  Co.; 


26 

• 
Pets  and  Companions,  Stickney;  Child  Life,  Second  Book,  Mac- 
millan  Company;  Nature  Myths  and  Stories  for  Little  Ones, 
A.  Flanagan  &  Co.;  Heart  of  Oak  Books,  Nos.  1  and  2,  D.  C. 
Heath  &  Co. ;  Grimm 's  German  Fairy  Tales,  Merrill  &  Co. ;  Seud- 
der's  Fables  and  Folk  Lore,  Houghton,  Mifflin  &  Co.;  Nature 
Stories  for  Young  Readers  (Animals),  D.  C.  Heath  &  Co. ;  Classic 
Fables,  Turpin;  Choice  Literature,  Book  II,  Butler,  Sheldon  & 
Co.;  Fairy  Tales  and  Fable  (Thompson),  The  Morse  Company; 
Fairy  Stories  and  Fables  (Baldwin),  American  Book  Company; 
Plant  Babies  and  Their  Cradles,  Educational  Publishing  Com- 
pany; Aesop's  Fables,  Educational  Publising  Company;  Open 
Sesame,  Part  I,  Ginn  &  Co. 

Boohs  for  Teachers. 

(See  list  for  first  year.) 

Poetry  for  Children  (Eliot),  Houghton,  Mifflin  &  Co.;  The 
Story  Hour  (Wiggin),  Houghton,  Mifflin  &  Co.;  Children's 
Book,  Scudder;  Baldwin's  Fifty  Famous  Stories  Retold;  Asgard 
Stories  (Foster- Cummins),  Silver,  Burdette  &  Co.;  Fairy  Tale 
Plays  and  How  to  Act  Them  (Mrs.  Bell),  Longmans,  Green  & 
Co. ;  The  Study  of  Child  Nature  (Harrison),  Chicago  Kindergar- 
ten College;  The  Listening  Child  (Thacher),  The  Macmillan 
Company;  History  and  Literature  (Rice),  A.  Flanagan  &  Co.; 
Literature  and  Life  in  the  School,  Colby ;  Reading  in  the  Primary 
Grades  (McMurry),  Macmillan  Company. 

THIRD   YEAR. 

READING  AND  LITERATURE. 

Text:   "Wheeler's  Second  Reader. 

Supplementary. — Graded  Classics,  Book  III;  Third  Book 
Language  Readers ;  Stepping  Stones  to  Literature,  Third  Book; 
Classics  Old  and  New,  Third  Book. 

See  General  Directions. 
Aim. 

The  aim  in  reading  is  still  the  mastery  of  words,  but  reading 
must  at  all  times  be  based  upon  vigorous  thinking  on  the  part  of 
the  child.  The  latter  is  the  supreme  test  of  a  good  recitation  and 
unless  properly  emphasized  here  the  child  will  suffer  in  after  life. 


27 

Method. 

There  should  be  constant,  clear,  and  vivid  imagining  on  the 
part  of  the  child.  This  should  constantly  be  put  to  the  test  by- 
requiring  the  pupil  to  tell  in  his  own  language  the  substance  of 
the  paragraph  or  story  read. 

Quietly  correct  all  errors  in  use  of  language  and  never  inter- 
rupt the  trend  of  the  thought  by  a  discussion  of  grammar,  etc. 

Children  are  now  old  enough  to  be  held  to  account  for  the 
preparation  of  the  lesson.  Be  interested  yourself  in  the  reading 
work  and  the  class  will  get  inspiration  from  you.  The  assign- 
ment should  not  only  be  clear,  definite  and  reasonable,  but  it 
should  introduce  the  child  to  the  pleasure  that  awaits  him  in  the 
morrow's  lesson.  This  involves  careful  preparation  in  advance 
of  the  work  of  the  class. 

In  order  to  give  children  a  model  for  study  there  should  be 
an  occasional  recitation  period  set  aside  for  the  class  to  interpret 
the  word  pictures  with  the  teacher. 

Children  should  frequently  read  to  one  another  and  should 
be  made  to  feel  responsible  for  conveying  the  thought  of  the 
author  to  the  class.  At  such  times  th^  books  in  the  hands  of  the 
listeners  should  be  closed.  This  exercise  should  be  extended  to 
history,  geography,  and  could  be  profitably  used  during  the 
morning  exercises.    ( See  Morning  Exercises. ) 

Require  children  to  read  paragraphs  in  silence  and  tell  orally 
the  meaning  in  their  own  language.  Gradually  extend  this 
exercise. 

The  stories,  Robinson  Crusoe,  Hiawatha  and  others,  told  in 
the  second  grade,  could  now^  be.  profitably  used  as  supplementary 
reading  material,  and  especially  as  drills  in  sight  reading. 

i\Iuch  encouragement  and  direction  should  be  given  to  the 
reading  of  stories,  etc.  It  is  a  mistake  to  believe  that  the  supple- 
mentary material  used  should  be  difficult  to  be  effective.  The 
contrary  is  true;  the  supplementary  reading  should  always  be 
less  difficult  than  the  regular  reading  lessons.  It  should  be  a 
drill  on  recognition  of  old  words.  If  you  are  using  the  regularly 
adopted  .supplementary  readers,  they  should  be  used  simulta- 
neously with  the  text  in  this  manner :  Read  in  the  regular 
text  until  the  reading  becomes  difficult,  then  take  up  one  for  the 
supplementary  readers  and  use  it  until  the  reading  becomes  dif- 
f 


28 

ficult,  then  take  up  the  text  again.  (The  supplementary  readers 
should  form  part  of  the  grade  library  and  under  no  circum- 
stances should  children  be  required  to  purchase  them.  There 
should  be  at  least  half  as  many  books  as  there  are  members  in 
the  class.) 
Phonics. 

The  work  of  the  previous  years  should  be  thoroughly  reviewed 
and  drills  should  be  given  on  spelling  by  sound  and  on  the  abil- 
ity of  the  children  to  sound  new  words.  Give  attention  to  the 
articulation  and  pronunication  of  words  where  it  is  customary 
to  contract,  or  to  suppress  syllables.  Words  ending  in  ''ed'* 
and  '*ing"  should  receive  special  attention. 
Reading  to  Children. 

Continue  to  read  to  the  children  from  the  readers  and  from 
the  books  in  libraries.  Read  poems  that  will  appeal  to  their 
emotions.  These  can  be  made  the  basis  of  the  language  work. 
(See  Language  for  third  year.) 

Use  of  the  Library. 

The  library  should  not  only  furnish  material  for  reading,  but 
also  material  giving  information  on  other  subjects  of  the  course. 
The  library  should  be  particularly  well  stocked  with  elementary 
books  of  travels  and  geographical  readers  within  the  reach  of  the 
pupils  of  this  grade. 

Stories  read  or  told  in  the  former  grades  can  now  be  read 
by  the  children  themselves.  Encourage  the  use  of  the  library 
as  much  as  possible,  study  the  contents  in  order  to  be  able  to 
refer  to  the  different  books  as  occasion  demands. 

Beginning  with  this  grade  a  limited  amount  of  reading  of 
simple  books  should  be  required.  Some  of  the  work  should  be 
done  during  the  recitation  period. 

Sources  of  Material. 

Oral  Work.  Reading. 

Greek  and  Norse  Myths.  Third  Readers. 

Ballads  and  Legendary  Stories.  Andersen 's  and  Grimm's  Fairy 
Ulysses,  Jason  and  Siegfried.  Tales. 

Old  Testament  Stories.  Robinson  Crusoe    (Child's  Edi- 

Library  Books.  tion). 

Child's  Garden  of  Verses. 


29 

Library  Books  for  Third  Year. 

(See  also  list  for  second  year.) 

Robinson  Crusoe,  Public  School  Publishing  Company ;  Golden 
Book  of  Choice  Reading,  A.  B.  Co.;  Aesop's  Fables,  Stickney, 
Ginn  &  Co. ;  Andersen 's  Fairy  Tales,  Part  I,  Ginn  &  Co. ;  Seven 
Little  Sisters,  Ginn  &  Co. ;  Heart  of  Oak,  No.  2,  D.  C.  Heath  & 
Co.;  Fairy  Stories  and  Fables,  American  Book  Company; 
Grimm's  German  Household  Tales,  Houghton,  Mifflin  &  Co.; 
Grimm's  Fairy  Tales;  Around  the  World,  Book  II,  The  Morse 
Company;  Nature  Myths  and  Stories  for  Little  Ones,  A.  Flan- 
agan &  Co. 

FOURTH  YEAR. 

READING  AND  LITERATURE. 

Texts:  Brumbaugh's  Standard  Third  Reader,  and  Fourth 
Reader,  Part  11. 

Supplementary  Readers. — Graded  Classics,  Book  lY;  Step- 
ping Stones  to  Literature,  Fourth  Book;  The  Fourth  Language 
Reader;  Classics  Old  and  New. 

(See  General  Directions  and  also  Syllabus  for  third  year.) 

The  pupil  is  now  ready  to  begin  to  read  to  learn;  in  other 
words,  the  mechanics  of  reading  will  have  been  mastered  if  the 
teaching  of  the  three  lower  grades  has  been  effectively  done. 
Children  can  devote  their  energy  to  the  enjoyment  of  the  beauty 
and  power  of  the  production  studied. 

Make  specific  assignments  and  require  pupils  to  be  respon- 
sible for  the  meaning  of  the  lesson  studied,  for  the  meaning  of 
the  new  words  contained  in  the  lesson,  for  the  pronunciation  of 
the  new  words,  for  oral  reading. 

The  use  of  the  dictionary  should  be  taught  by  actual  drills 
given  in  finding  words  (showing  how  to  find  them)  and  then  how 
to  pronounce  them  after  found  (this  is  to  be  done  by  means  of 
the  phonics  already  taught  and  the  diacritical  marks  used  in  the 
particular  dictionary  used).  Special  attention  should  then  be 
given  to  the  art  of  selecting  the  definition  which  fits  the  particu- 
lar use  which  has  been  made  of  the  word  in  the  context. 

The  library  should  be  used  liberally  now  for  supplementary 
reading  matter,  for  material  with  which  to  supplement  the  other 
subjects  of  the  course,  geography,  science,  history,  literature.    It 


30 

should  have  literature  which  will  appeal  to  children  of  the  grade, 
and  a  given  amount  of  home  reading  should  be  encouraged,  at 
least  one  book  per  month.  Reports  of  this  reading  should  be 
made  in  class  and  discussed. 

This  will  encourage  a  habit  of  careful  reading,  which  is  so 
desirable. 
Library  Books  for  the  Fourth  Grade. 

Hiawatha,  Arabian  Nights,  The  Maemillan  Company;  Robin 
Hood  (Pyle),  Robinson  Crusoe  (any  complete  school  edition), 
The  Wonder  Book,  Cook's  Story  of  Ulysses,  Fifty  Famous 
Stories  Retold,  Old  Stories  of  the  East,  Stories  of  Great  Ameri- 
cans, Robin  Hood  Ballads,  Craik's  Little  Lame  Prince,  Merrill 
&  Co.;  Tanglewood  Tales,  Peabody's  Old  Greek  Folk  Stories, 
Kingley's  Greek  Heroes,  Bryant's  Translation  of  the  Iliad, 
Bryant's  Odyssey,  Mabie's  Norse  Stories,  Heroes  of  Asgard, 
Siegfried,  Myths  of  Northern  Lands,  Skinner's  Reading  in  Folk 
Lore,  King  of  the  Golden  River,  Pied  Piper,  Horatius,  Whittier's 
Child  Life  in  Poetry  and  Prose,  Fanciful  Tales,  Scribner  's  Sons ; 
Old  Testament  Stories  in  Scripture  Language,  Houghton,  Mifflin 
&  Co. ;  Round  the  Year  in  Myth  and  Song,  American  Book  Com- 
pany ;  Bird  World,  Ginn  &  Co. ;  Nature  in  Verse,  Silver,  Bur- 
dette  &  Co. ;  Books  of  Legends,  Houghton,  Mifflin  &  Co. ;  King 
Arthur  and  His  Court,  Ginn  &  Co.;  The  Howell's  Story  Book, 
Scribner 's  Sons;  Stories  of  Our  Country,  Tales  from  the  Fairy 
Queen,  Maemillan  Company ;  Bimbi,  Ginn  &  Co. ;  Gods  and 
Heroes,  Ginn  &  Co.;  Waste  Not,  Want  Not,  Houghton,  Mifflin 
&  Co.;  Friends  and  Helpers,  Ginn  &  Co.;  Hans  Andersen's 
Stdries,  Houghton,  Mifflin  &  Co. ;  Tommy,  Anne  and  the  Three 
Hearts,  Maemillan  Company;  First  Book  of  Birds,  Houghton 
Mifflin  &  Co. ;  Tales  of  Troy,  DeGarmo ;  Our  Feathered  Friends, 
Heath  &  Co. ;  Alice 's  Adventures  in  Wonderland,  Maemillan  Com- 
pany; Jacknapes  and  the  Brownies,  Houghton,  Mifflin  &  Co.; 
Through  the  Looking  Glass,  Maemillan  Company ;  Open  Sesame, 
Vols.  I  and  II,  Ginn  &  Co. ;  Stories  of  the  Old  World,  Ginn  &  Co. ; 
Black  Beauty,  Ed.  Pub.  Co.;  Children's  Treasury  of  English 
Song,  Maemillan  Company. 

FIFTH   YEAR. 

READING  AND  LITERATURE. 

Text:  Brumbaugh's  Standard  Fifth  Reader,  Part  II,  and 
Curry's  Literary  Readings. 


31 

Supplementary. — Graded  Classics,  Book  V ;  Fifth  Book,  Step- 
ping Stones  to  Literature,  Fifth  Book  Language  Readers;  Clas- 
sics Old  and  New,  Book  V. 

(See  General  Directions,  and  also  Syllabus  for  third  and 
fourth  years.) 

The  reader  should  be  used  more  as  a  book  for  drilling  on  the 
difficulties  encountered  in  the  reading  and  which  have  been  dis- 
cussed in  the  previous  years.  The  children,  however,  have 
reached  the  point  where  they  may  develop,  and  should  have 
already  developed  to  a  considerable  extent,  a  sympathetic  appre- 
ciation of  works  of  fiction,  and  of  poems.  The  efforts  of  the 
teacher  should  be  directed  to  the  appreciation  of  literary  wholes 
as  literature,  giving  only  such  attention  to  the  language  and 
expression  side,  to  the  historical  and  geographical,  to  mythical 
and  other  allusions  as  would  seem  necessary  for  a  full  apprecia- 
tion of  the  masterpiece. 

If,  for  example,  the  child  in  the  fifth  grade  can  read  the  first 
selection  in  the  fifth  reader,  which  is  an  excerpt  from  Sheridan 
Knowles'  William  Tell,  it  is  only  one  step  further  to  require  the 
child  to  read  the  entire  masterpiece  and  thus  be  placed  in  a 
position  where  he  can  appreciate  the  fragment  he  has  been 
required  to  study.     Its  meaning  will  then  become  clear. 

Curry's  Literary  Readings  has  many  masterpieces  which  are 
short  and  within  the  reach  of  fifth  grade  children.  These  may 
be  selected  and  studied,  reserving  the  more  difficult  and  the 
longer  productions  for  the  sixth  year.  Among  the  productions 
which  may  be  read  in  the  fifth  year  may  be  mentioned  The  King 
of  the  Golden  River,  Building  of  the  Ship,  The  Great  Stone 
Face,  Annabel  Lee.  In  addition  many  selections  (literary 
wholes)  may  be  found  in  the  library. 

The  teacher  should  become  so  saturated  with  the  masterpiece 
that  she  will  become  an  inspiration  to  the  pupils.  Assign  definite 
work  along  these  lines:  (1)  require  an  oral  reproduction  of  the 
contents  of  the  lesson;  (2)  pronunciation  and  meaning  of  new 
words;  (3)  occasional  references  to  be  looked  up. 

'  Assign  definite  study  questions,  such  as  How  do  you  know 
that  Sleepy  Hollow  is  a  sleepy  place?  In  Chapter  I  of  The 
King  of  the  Golden  River  be  able  to  tell  what  you  think  of  Hans 
and  Schwartz  and  also  of  Gluck.    Find  out  if  Hans  and  Schwartz 


32 

were  good  farmers,  and  why.  Give  a  description  of  the  little  old 
man  and  be  prepared  to  tell  in  your  own  words  what  happened 
during  his  visit  to  Gluck. 

The  teacher  should  not  overlook  the  utter  inconsistency  of 
expecting  and  requiring  a  good  recitation  when  a  definite  assign- 
ment has  been  omitted  either  through  lack  of  preparation  or 
indifference. 

Continue  the  drills  on  the  use  of  the  dictionary  and  use  it  in 
connection  with  the  reading  so  as  to  develop  the  habit  of  referring 
to  this  book  when  necessary. 

Make  liberal  use  of  the  library  in  looking  up  references,  etc., 
and  teach  how  to  use  the  books.  Encourage  the  reading  of  books 
in  the  library  by  permitting  pupils  to  take  books  home.  Monthly 
or  at  other  stated  periods  have  a  discussion  of  the  books.  There 
should  be  more  or  less  freedom  in  these  discussions,  as  the  chil- 
dren hould  not  be  held  rigidly  to  elaborate  outlines  for  the  study 
of  books  at  this  stage.  These  discussions  should  be  mainly  re- 
stricted to  a  description  of  the  hero  and  perhaps  one  or  two 
minor  characters  with  the  motive  of  the  story,  and  the  reason  for 
liking  or  disliking  the  book. 
Library  Boohs  for  Fifth  Year. 

Whittier's  Child  Life  in  Poetry  and  Prose,  Legend  of  Sleepy 
Hollow,  Rip  Van  Winkle,  King  of  the  Golden  River,  Tanglewood 
Tales,  Hans  Brinker,  or  The  Silver  Skates  (a  picture  of  child  life 
in  Holland)  ;  Little  Smoke,  Stoddard;  Lion  and  Tiger  Stories, 
Carter  (from  St.  Nicholas)  ;  there  is  an  excellent  collection  in  the 
St.  Nicholas  series;  Hero  Tales  Told  in  School,  Baldwin;  Pil- 
grim 's  Progress,  Ginn  &  Co. ;  The  Nurenburg  Stove ;  A  Dog  of 
Flanders,  Ouida,  Merrill  &  Co. ;  Lobo,  Rag  and  Viven ;  Krag  and 
Johnny  Bear,  Chas.  Scribner's  Sons;  Stories  of  Our  Country; 
Things  Will  Take  a  Turn,  Harraden;  Squirrels  and  Other  Fur 
Bearers,  Houghton,  Mifflin  &  Co, ;  Juan  and  Juanita;  Boy's  Book 
of  Rhymes,  Scollard;  Golden  Members,  Wiggin  &  Smith;  Hia- 
watha, Houghton,  Mifflin  &  Co. ;  Lays  of  Ancient  Rome,  Merrill 
&  Co. ;  Kingsley  's  Water  Babies,  Little  Daffydowndilly  and  Bio- 
graphical Stories,  Some  Merry  Adventures  of  Robin  Hood,  Tales 
from  Scottish  History  (Rolfe),  American  Book  Company;  Tales 
from  English  History,  American  Book  Company;  Stories  from 
Louisiana  History,  King  and  Ficklen,  Hansell  &  Brother ;  Stories 


33 

of  American  Life  and  Adventure  (Eggleston),  Little  Brother  ta 
the  Bear,  Ginn  &  Co. ;  Wood  Folk  at  School,  Ginn  &  Co. ;  Wilder- 
ness Ways,  Ginn  &  Co.;  Gulliver's  Travel  to  Lilliput  (Swift), 
Merrill  &  Co.;  The  Children's  Hour,  Longfellow,  Houghton,  Mif- 
flin &  Co. ;  Ten  Boys  on  the  Road  from  Long  Ago,  Heroes  of  the 
Middle  AVest  (Gatherwood),  Ginn  &  Co.;  The  Story  of  Siegfried, 
Boy's  King  Arthur,  Scribner's  S'ons;  A  Story  of  the  Golden 
Age;  Tales  of  Chivalry  (Rolfe),  American  Book  Company; 
Colonial  Children  (Hart),  Macmillan  Company;  Jason's  Quest, 
Sibley  and  Ducker;  Poems  of  American  Patriotism,  Guerber's 
Story  of  the  English,  Life  of  Lee,  B.  F.  Johnson  &  Co. ;  Greek 
Gods,  Heroes  and  Lien,  Scott,  Foresman  &  Co. ;  Pioneer  History, 
3  vols.  (McMurry),  Macmillan  Company. 

SIXTH   YEAR. 

READING    AND    LITERATURE. 

Text:    Literary  Readings  (Curry). 
Suggestions  for  the  Sixth  and  Seventh  Years. 

See  General  Directions. 

The  work  of  reading  and  literature  in  the  previous  grades 
has  laid  the  foundation  for  the  study  of  more  extended  literary 
masterpieces  to  be  undertaken  in  the  sixth  and  seventh  years. 
The  students  can  now  enjoy  the  stories  more,  study  characters 
more  closely  and  attentively  and  trace  the  development  of  the 
plot  and  of  the  characters  with  more  minuteness  and  attention 
than  before.  Nor  will  it  be  necessary  to  do  much  urging  in  this 
study,  for  if  the  children  are  normal  and  the  teacher  has  her 
heart  in  the  work  the  pupils  will  do  the  rest. 

Do  not  be  afraid  of  the  masterpieces,  for  Ruskin  tells  us  that 
''the  greatest  books  contain  food  for  all  ages,"  and  teachers  of 
experience  have  already  discovered  that  more  can  be  accom- 
plished and  more  interest  can  be  aroused  by  the  study  of  mas- 
terpieces in  wholes  than  by  the  study  of  scrappy  extracts,  which 
have  no  meaning  apart  from  the  whole;  that  works  which  deal 
with  fundamental  truths  appeal  more  to  children  than  much  of 
the  so-called  juvenile  literature. 

Enter  the  work  then  with  enthusiasm  and  the  children  will 
take  up  the  spirit  and  the  progress  made  will  more  than  repay 
the  effort.    The  tendency  of  the  day  to  introduce  children  to  lit- 


34 

eraiy  masterpieces  is  one  of  the  most  encouraging  signs  of 
progress  in  the  public  school. 

The  aim  in  studying  the  masterpiece  is  still  to  have  the  pupil 
know,  feel  and  be  moved  by  the  author.  Constant  contact  with 
the  language  of  good  authors  is  the  best  means  of  unconsciously 
giving  the  child  the  use  of  chaste  and  vigorous  English;  it  is  also 
the  best  means  of  developing  character,  for  the  motive  of  the 
masterpiece  will  make  a  lasting  impression,  and  the  study  of 
character  in  fiction  will  produce  a  love  for  the  beautiful  and  the 
true  in  character. 

Keeping  the  above  in  mind  as  the  chief  aim  in  the  study  of 
masterpieces,  the  amount  of  detail  work,  such  as  looking  up  allu- 
sions, the  study  of  the  author's  style  and  other  details  should  be 
kept  in  the  background  to  a  considerable  extent. 

The  dictionary  should  be  freelyi  consulted  for  pronunciation 
and  meaning  of  new  words.  This,  together  with  whatever  study 
of  historical  and  geographical  allusions  that  may  seem  necessary, 
should  constitute  the  bulk  of  the  work  so  far  as  reference  is 
concerned. 

The  difficult  passages  should  be  gone  over  in  class  with  the 
aid  of  the  teacher,  or  reserved  for  later  study. 

The  questions  of  the  teacher  should  compel  vigorous  thought 
on  the  part  of  the  pupils,  and  the  corrections  made  should  be 
made  gently,  so  as  not  to  distract  the  mind  from  the  thought  of 
the  author.  Dispense  with  such  useless  questions,  as  ''How 
many  mistakes  did  James  make?" 

SUMMARY. 
The  essentials  of  success  in  teaching  a  masterpiece  may  be 
summarized  as  follows: 

1 .  A  sympathetic  attitude  toward  child  life. 

2.  Thorough  preparation  on  the  part  of  the  teacher  which 
involves  a  sympathetic  appreciation  of  the  author 's  work  of  art ; 
a  knowledge  of  his  life  and  works ;  a  knowledge  of  the  allusion 
made ;  a  usable  knowledge  of  the  library,  the  dictionary,  the  en- 
cyclopedia and  general  books  of  reference. 

3.  Variety  and  vigor  in  the  recitation;  vigorous  thought  on 
the  part  of  the  class  at  all  times  during  the  recitation,  making  use 
of  skillful  questions  to  arouse  such  thought;  making  helpful 
suggestions  when  necessary. 


35 

4.  Knowledge  that  the  teacher's  function  in  the  work  is  to 
inspire,  guide  and  direct,  and  that  this  inspiration  can  not  reach 
the  child  without  effort  on  the  part  of  the  teacher. 

5.  Helping  the  child  to  overcome  difficulties,  and  gradually 
leading  the  child  to  overcome  such  difficulties  alone. 

6.  A  knowledge  of  the  importance  and  function  of  the  assign- 
ment. 

7.  Reading  of  such  books  as  Chubb 's  The  Teaching  of  Eng- 
lish, Scudder's  Literature  in  School,  McMurry's  Special  Method 
in  the  Reading  of  English  Classics,  Colby's  Literature  and  Life 
in  the  School,  Cox's  Literature  in  the  School. 

8.  A  final  re-reading  to  fix  the  central  aim  and  thread  of  the 
story  in  the  mind. 

Library  Books  for  the  Sixth  Year. 

Regular  home  readings  should  be  assigned  from  this  list: 
The  Sketch  Book,  Ginn  &  Co. ;  The  Courtship  of  Miles  Standish, 
Christmas  Carol  (Dickens),  Houghton,  Mifflin  &  Co.;  "Warner's 
Hunting  of  the  Deer;  Snowbound,  and  Song  of  Labor  (Whit- 
tier),  Houghton,  Mifflin  &  Co.;  Coming  of  Arthur  and  Passing 
of  Arthur,  Houghton,  Mifflin  &  Co. ;  The  Gentle  Boy  and  Other 
Tales  (Hawthorne),  Houghton,  Mifflin  &  Co.;  Tales  of  the  White 
Hills  and  Sketches,  Houghton,  Mifflin  &  Co.;  Plutarch's  Alexan- 
der the  Great,  Houghton,  Mifflin  &  Co.;  The  Building  of  the 
Ship,  Houghton,  Mifflin  &  Co. ;  Alcott's  Little  Women,  and  Little 
Men;  Grout's  Jack  Hall,  Macdonald's  Light  Princess,  Sewell's 
Decatur  and  Somers,  Jewett's  Betty  Leicester,  Johonnot's  Ten 
Great  Events  in  History,  Pyle's  Some  Merry  Adventures  of 
Robin  Hood,  Carter's  Panther  Stories,  Warner's  How  I  Killed 
a  Bear,  Macaulay's  Lays  of  Ancient  Rome,  Scott's  Tales  of  a 
Grandfather,  Hawthorne's  Biographical  Stories,  Longfellow's 
Giles  Corey,  Higginson's  Three  Outdoor  Papers,  Seven  American 
Classics,  Burrough's  Birds  and  Bees  and  Other  Sharp  Eyes,  and 
Other  Papers,  Longfellow's  Children's  Hour  and  Other  Poems, 
Houghton,  Mifflin  &  Co.;  Baby  Bell,  The  Little  Violinist  and 
Other  Poems,  Open  Sesame,  Vols.  II  and  III,  Ginn  &  Co. ;  Dick- 
ens'  Child's  History  of  England,  Lamb's  Tales  from  Shakes- 
peare, Clarke's  Story  of  Cassar,  William  Tell  (McMurry),  Silver, 
Burdette  &  Co. ;  Undine,  Ginn  &  Co. ;  Nine  Worlds,  Ginn  &  Co. ; 


86 

Rab  and  His  Friends,  Educational  Publishing  Company;  Bald- 
win's Famous  Allegories,  Scott's  Lay  of  the  Last  Minstrel, 
Stories  from  Old  English  Poetry,  Houghton,  Mifflin  &  Co. ;  Pres- 
cott  's  The  Conquest  of  Mexico,  The  Story  of  a  Bad  Boy,  Hough- 
ton, Mifflin  &  Co.;  Source  Book  of  American  History  (Hart), 
Macmillan  Company;  Heroes  and  Patriots  of  the  Revolution, 
Macmillan  Company ;  Swiss  Family  Robinson,  Ginn  &  Co. ;  La- 
nier's  Froissart,  Scribner's  Sons;  Dodge's  Hans  Brinker  or  the 
Silver  Skates,  Century  Company;  Don  Quixote  de  la  Mancha, 
Scribner's  Sons;  Tales  of  a  Traveler,  Merrill  &  Co.;  The  Rose 
and  the  Ring,  D.  C.  Heath  &  Co.;  Palgrave's  Golden  Treasury  of 
Songs  and  Lyrics,  Macmillan  Company;  Stories  from  ^averly, 
Macmillan  ;  Pilgrims  and  -Puritans,  Ginn  &  Co. ;  Acadian  Remi- 
niscences, Voorhies. 

SEVENTH   YEAR. 

READING  AND  LITERATURE. 

Text:  Literary  Masterpieces,  Houghton,  Mifflin  &  Co. 

See  General  Directions  and  Syllabus  Sixth  Year. 
Books  for  Library. 

Holmes'  Grandmother's  Story  of  Bunker  Hill  Battle;  Dick- 
ens '  Christmas  Carol ;  Evangeline ;  Arnold 's  Sorab  and  Rustum ; 
Burroughs'  Birds  and  Bees;  Hughes'  Tom  Brown's  School 
Days;  Mark  Twain's  Prince  and  Pauper;  Davis'  Stories  for 
Boys;  Hale's  Man  Without  a  Country;  Hawthorne's  Grand- 
fether's  Chair;  Pyle's  Men  of  Iron;  Baldwin's  Story  of  Sieg- 
fried; Wiggins'  Polly  Oliver's  Problem;  Cooper's  The  Spy; 
The  Plant  World,  D.  Appleton  &  Co.;  Grandmother's  Story 
and  Other  Poems;  Scudder's  Life  of  Washington;  Poor  Rich- 
ard's Almanac;  Burns'  Cotter's  Saturday  Night;  Scott's  Tales 
of  a  Grandfather;  Evangeline,  Houghton,  Mifflin  &  Co.;  Enoch 
Arden,  and  the  Lotus  Eaters,  Chas.  Merrill  &  Co. ;  Cricket 
on  the  Hearth,  Chas.  Merrill  &  Co. ;  Merchant  of  Venice, 
American  Book  Company;  Source  Book  of  American  History, 
Macmillan  Company;  Poetry  of  the  Seasons,  Silver,  Burdette  & 
Co. ;  Washington 's  Rules  of  Conduct,  Houghton,  Mifflin  &  Co. ; 
Natural  History  of  Selborne,  Ginn  &  Co. ;  Plutarch 's  Lives,  Ginn 
&  Co.;  The  Two  Great  Retreats,  Ginn  &  Co.;  The  Alhambra, 
Ginn  &  Co. ;  Piccola,  Ginn  &  Co. ;  Silas  Marner,  Educational 


37 

Publishing  Company ;  Vicar  of  Wakefield,  Ginn  &  Co. ;  Two  Years 
Before  the  Mast,  Houghton,  Mifflin  &  Co. ;  Orations  on  Washing- 
ton and  Landing  of  the  Pilgrims  (Webster),  the  American  Book 
Company;  Crof ton  Boys,  D.  C.  Heath  &  Co.;  Hart's  Camps 
and  Firesides  of  the  Revolution,  the  Macmillan  Company ;  Last  of 
the  Mohicans,  Chas.  IMerrill  &  Co.;  Tom  Brown's  School  Days, 
Educational  Publishing  Company;  Franklin's  Autobiography, 
Educational  Publishing  Company;  The  Gold  Bug  and  Other 
Tales,  Houghton,  Mifflin  &  Co. :  In  Bird  Land,  A.  C.  McClurg ;  A 
Bunch  of  Herbs,  Houghton,  Mifflin  &  Co. ;  Life  of  Lee,  B.  F. 
Johnson  Publishing  Company;  Thoreau's  The  Succession  of 
Forest  Trees ;  Rob  Roy  and  Quenten  Durward,  Ginn  &  Co. ;  Tale 
of  Two  Cities,  Ginn  &  Co. ;  Jean  Valjean,  Educational  Publishing 
Company ;  The  Footpath  Way,  Houghton,  Mifflin  &  Co. ;  A  Book 
of  Famous  Verse  (Repplier),  Houghton,  Mifflin  &  Co. 


Language, 

SUGGESTIONS  FOR  THE  TEACHING  OP  LANGUAGE. 

1.  Language  is  a  means  for  the  expression  of  thought.  For 
the  purpose  of  expressing  a  thought  clearly  the  speaker  or 
writer  must  have  clear  ideas,  good  organization  of  ideas,  and, 
finally,  certain  formal  elements  in  which  to  clothe  his  ideas  and 
with  which  to  express  that  organization. 

2.  The  first  concern,  therefore,  of  the  language  teacher  must 
be  to  give  the  children  clear  ideas.  This  should  be  done  through- 
out the  school  day  in  all  the  branches  taught. 

3.  The  second  aim,  according  to  our  analysis,  must  be  the 
organization  of  these  ideas.  Organization,  too,  must  be  taught 
in  connection  with  such  subjects  as  history,  geography,  science, 
literature,  etc.  It  involves,  on  the  part  of  the  child,  a  recogni- 
tion of  the  fact  that  some  data,  or  facts,  are  put  together 
rather  than  certain  others;  that  they  are  put  together  because 
they  bear  upon  the  same  subject  or  topic;  and  that  all  other 
facts  not  bearing  upon  this  topic  should  bfe  kept  out  of  that 
group. 

4.  Finally,  the  child  must  be  given  certain  so-called  formal 
elements  of  language  which  will  enable  him  to  indicate  as 
clearly  as  possible  what  he  is  thinking;  in  other  words,  he 
must  be  taught  to  select  the  right  words  with  which  to  express 
his  ideas,  to  spell  these  words  correctly,  to  punctuate  his  sen- 
tences properly,  etc.  The  only  function  of  this  part  of  the 
work  is  to  enable  the  child  then  to  say  as  clearly  as  possible 
what  he  actually  thinks.  This  work  should  be  done  in  the 
language  period. 

5.  The  formal  elements  of  language  should  be  taught  only 
in  so  far  as  there  is  need  for  them,  as  the  child  has  use  for 
them ;  any  other  way  is  wasteful.  The  teacher,  of  course,  may 
see  to  it  that  the  child  has  use  for  them  in  his  work. 

6.  Effective  work  in  the  teaching  of  language  implies  that 
this  subject  be  correlated  with  other  subjects  of  the  school 
course;  there  can  be  no  good  work  without  the  observance  of 
this  principle  of  teaching.  While  the  actual  teaching  of  the 
subject  must  be  done  in  the  language  period,  the  child  must 


39 

be  held  responsible  throughout  the  entire  school  day  for  the 
application  of  the  ideas  taught.  To  be  slack  in  this  particular 
means  wastefulness. 

On  the  other  hand,  in  order  that  the  work  of  organization 
be  treated  successfully,  and  in  order  that  no  time  may  be  lost 
for  the  purpose  of  giving  the  child  those  clear  ideas  which  are 
supposedly  in  his  possession  at  the  beginning  of  the  language 
period,  the  good  teacher  will  see  to  it  that  language  and  history 
and  geography,  and  all  other  subjects  are  so  thoroughly  taught 
that  no  time  may  be  lost  in  the  language  period  for  that  purpose. 

7.  All  successful  language  work  is  leased  upon  the  applica- 
tion of  the  principle  of  imitation.  Whatever  the  stock  of  words 
and  expressions  in  the  possession  of  the  child,  he  has  gotten  it 
all  through  the  imitation  of  some  one.  This  suggests  a  number 
of  lessons  for  teaching: 

a.    The  teacher  must  be  careful  in  her  language ;  none  except 

the  best  expressions  must  be  used  in  the  schoolroom. 
&.    The  best  way  of  teaching  good  organization  of  thought 

will  be  to  have  the  child  study  good  models  in  literature, 
c.    The  best  way  of  improving  the  child's  expressions,  both  as 

to  grammatical  correctness  and  style,  is  through  the  use 

of  masterpieces. 

8.  Before  the  child  can  become  proficient  in  the  use  of  lan- 
guage he  must  have  abundant  practice.  Command  of  good  lan- 
guage means  ''the  habitual  unconscious  use  of  a  choice  vocab- 
ulary; of  various  forms  of  sentences  to  express  delicate  shades 
of  meaning;  of  correct  inflections  of  words  to  express  number, 
tense,  and  mood;  of  correct  pronunciation;  of  correct  spelling, 
capitalization,  and  punctuation.  These  habits  are  formed  only 
by  repeated  use." 

9.  Oral  expression  should  predominate  in  the  lower  grades; 
it  should  be  the  only  form  used  during  the  first  two  years  and 
should  hold  a  prominent  place  in  the  next  two  years  of  the 
course.  In  the  later  years  of  the  course  the  teacher  must  re-, 
member,  however,  that  written  work  must  be  emphasized  if  the 
work  is  to  be  effective. 

10.  To  make  the  work  in  language  a  success  it  is  absolutely 
essential  that  the  children  have  a  motive  for  the  work.  This 
may  be  accomplished  by  correlating  this  subject  closely  with 
the  others  of  the  curriculum;  by  supplying  interesting  stories 


40' 

and  other  materials  as  the  basis  for  the  language  work;  by  the 
inspiration  which  the  good  teacher  brings  to  the  teaching  of 
every  subject. 

GRADES   ONE   TO   THREE. 

Aim. — Enlargement  of  the  child's  vocabulary;  development 
of  taste  in  the  use  of  expressions;  formation  of  habits  of  cor- 
rect expression;  arrangement  of  sentences  in  orderly  form  in 
so  far  as  the  child  in  these  grades  is  able  to  do  so. 

Materials. — Those  materials  should  be  used  as  the  basis  of 
the  language  work  which  are  the  most  intimately  connected  with 
the  life  of  the  child.  This  will  include  work  in  stories,  science, 
the  other  content  studies  in  so  far  as  taught,  and  the  common 
experiences  of  the  children  out  of  school.  Those  stories  should 
be  used  which  especially  appeal  to  the  children  and  yet  enable 
the  teacher  to  attain  the  aim  of  the  language  work.  Through 
the  study  of  good  literature  "the  thoughts  of  the  child  are  both 
stirred  and  dignified — and  he  is  furnished  with  ideals  of  ex- 
pression." 

The  common  experiences  of  the  children  both  in  school  and 
out  of  school  often  furnish  excellent  material  for  language  work. 
These  experiences  are  usually  sufficiently  vivid  to  be  of  real 
value  to  be  the  basis  for  conversation  lessons.  In  this  way  the 
work  in  the  school  garden,  a  day  in  the  circus,  a  picnic,  and 
other  events  may  be  utilized. 

The  work  for  lessons  of  this  kind  must  be  just  as  carefully 
planned  as  that  of  any  other ;  unless  this  is  done  the  lessons  will 
prove  a  failure.  The  teacher  must  have  thought  the  lesson 
through  so  that  she  may  direct  the  conversation  of  the  class; 
if  she  has  not  made  the  right  preparation  the  class  will  control 
the  lesson  and  the  time  will  be  wasted. 

The  correction  of  the  common  errors  of  speech  will  constitute 
a  part  of  the  work  during  these  years. 

Method. — The  following  suggestions  may  be  found  helpful 
in  the  teaching  of  stories.  First,  the  story  should  be  told  in  a 
natural  yet  animated  way,  the  teacher  using  the  very  best  forms 
of  expression.  If  the  story  is  a  long  one,  only  a  part  of  it,  suf- 
ficient for  the  day,  may  be  used.  The  next  step  will  be  the 
reproduction  of  the  story  by  the  children.  It  may  be  necessary 
for  the  teacher  to  assist  the  children  by  asking  questions;  if  so, 
these  should  be  of  a  topical,  or  pivotal  kind,  calling  for  a  cer- 


41 

taifi  part  of  the  story.  The  teacher  by  following  this  course 
consistently  will  provide  for  organization,  making  the  children 
feel,  in  the  course  of  time,  that  certain  sentences  bearing  upon 
the  same  subject,  or  telling  about  the  same  thing,  are  put  to- 
gether. If  possible  the  teacher  may  put  an  outline  of  the  story 
in  picture  form  upon  the  board  and  have  the  class  follow  this. 
While  the  child  tells  the  story  the  teacher  must  make  the  proper 
corrections  in  his  language. 

The  stories  used  in  this  w^ay  may  be  told  by  the  teacher  dur- 
ing the  morning  exercises,  or  during  a  period  set  aside  for  that 
purpose,  or  during  the  language  period.  (See  Morning  Exer- 
cises and  Reading.) 

The  teacher  must  use  considerable  judgment  in  correcting 
the  errors  of  children.  Harsh  criticism  will  kill  all  spontaneity 
and  so  interfere  seriously  witli  the  language  work. 

In  the  second  grade  the  work  may  be  extended  so  as  to  cover 
the  reproduction  of  stories  from  outlines  which  may  have  been 
suggested  by  the  teacher;  and  in  the  third  grade  the  teacher 
with  the  class  may  make  out  the  outline  and  the  pupils  may  then 
reproduce  the  story  from  this  outline.  Taking  the  story  of 
Little  Red  Riding  Hood  as  an  example,  we  might  make  the  fol- 
lowing outline: 

"Who  Little  Red  Riding  Hood  was. 

What  her  mother  asked  her  to  do  one  morning. 

How^  Little  Red  Riding  Hood  started  on  her  way  and  met 
a  wolf. 

What  the  wolf  asked  her  and  what  she  answered. 

What  Little  Red  Riding  Hood  did  immediately  after  the  wolf 
left  her. 

How  the  wolf  came  to  the  house,  entered  it,  and  ate  the 
Grandma. 

How  the  wolf  planned  to  eat  Little  Red  Riding  Hood  also. 

Little  Red  Riding  Hood's  arrival  at  the  house  and  how  she 
entered  it. 

Little  Red  Riding  Hood's  surprise  at  her  grandma's  appear- 
ance and  the  questions  she  asked  about  it. 

What  the  wolf  finally  attempted  to  do  with  Little  Red  Rid- 
ing Hood. 

How  Little  Red  Riding  Hood  is  saved  and  the  wolf  is  killed. 


42 

It  is  in  this  way  that  the  child  will  get  the  feeling  for  or- 
ganization of  thought  and  the  necessary  practice  as  well. 

The  following  plan  may  be  followed  in  the  teaching  of  the 
formal  elements:  The  teacher  may  direct  the  attention  of 
the  children  to  one  of  the  common  errors  of  the  children  and 
present  the  right  form.  Then  may  follow  a  rapid  drill  upon  the 
right  form  until  every  child  is  thoroughly  conversant  with  it. 
After  this  it  is  a  matter  of  eternal  vigilance  on  the  part  of  the 
teacher;  she  must  not  permit  any  opportunity  to  slip  by  to  cor- 
rect the  old  error  should  it  manifest  itself ;  as  undoubtedly  it  will. 
When  this  error  is  under  fair  control  the  teacher  may  attack  a 
new  one,  going  slowly  enough  for  the  great  majority  of  the  class 
to  do  the  work  satisfactorily. 

OUTLINE  OF  MATERIALS  FOR  THE  FIRST  GRADE. 

Stories. — These  may  be  first  presented  by  the  teacher  during 
the  opening  exercises  or  during  some  period  which  has  been  set 
aside  for  that  purpose.  During  the  language  period  most  of  the 
time  should  be  devoted  to  the  telling  of  the  story  by  the  chil- 
dren. The  teacher  may  select  stories  to  be  used  from  the  list 
submitted.    The  stories  may  be  found  in : 

The  Book  of  Fables  and  Folk  Stories. — Scudder. 

Cat-Tails  and  Other  Tails. — Howliston. 

Williams'  Choice  Literature,  Book  I,  Primary  Grades. 

STORIES. 

The  Story  of  the  Three  Bears. 

Chicken  Little. 

Little  Red  Riding  Hood. 

The  Story  of  the  Three  Little  Pigs. 

The  Golden  Goose. 

The  Ant  and  the  Dove. 

The  Lion  and  the  Mouse. 

Cinderella. 

The  Shoemaker  and  the  Elves. 

The  Little  Red  Hen. 

The  Fir  Tree. 

The  Ugly  Duckling. 

Puss  in  Boots. 

The  Fairy  Gifts. 

The  Daisy. 


43 

The  Flax. 

Five  Out  of  One  Shell. 

One  Eye,  Two  Eyes,  Three  Eyes. 

Why  the  Evergreen  Trees  Never  Lose  Their  Leaves. 

Billy  Boy  Seeks  His  Fortune. 

Little  Gray  Pony. 

Tom  Thumb. 

The  Street  Musicians. 

Piccola. 

Ulysses  and  the  Winds. 

The  Honest  Woodman. 

Mr.  Fox  and  His  Dinner  Party. 

Mr.  Herron  and  His  Dinner  Party. 

Mrs.  Grasshopper  Gay. 

Mrs.  Thrifty- Ant's  Fall. 

The  Sleeping  Beauty  in  the  Wood. 

The  Magnet's  Choice. 

Fish  or  Frogs. 

What  Broke  the  China  Pitcher. 

The  Fairy  Mercury. 

How  Dame  Nature  Got  Her  Frost. 

A  Living  Plough. 

POEMS   TO   BE   STUDIED  AND  LEARNED. 

Pussy  Willow,  Child's  World,  or  Nature  in  Verse;  What  Does 
Little  Birdie  Say?  Tennyson;  The  Cow,  Stevenson;  Suppose, 
Gary;  Sleep,  Baby,  Sleep;  The  Owl  and  the  Pussy  Cat,  Child 
Life ;  Twinkle,  Twinkle,  Little  Star ;  The  Wind,  Stevenson ;  The 
Rain,  Stevenson;  Pussy  Clover,  Lacrom;  Swinging  on  a  Birch 
Tree,  Lacrom ;  Jack  in  the  Pulpit,  Clara  Smith.  Commit  six  or 
seven  of  these. 

PICTURES    FOR    STUDY. 

Jacob's  Dream,  Murillo;  The  Melon  Eaters,  Murillo;  Ma- 
donna and  Child,  Murillo ;  The  Song  of  the  Lark,  Breton ;  Milk- 
ing-time,  Dupre ;  The  Balloon,  Dupre ;  Feeding  the  Hens,  Millet ; 
Sheep  Shearing,  Millet. 

SECOND    GRADE    STORIES. 

The  Bear  and  the  Troll. 
Beauty  and  the  Beast. 
The  Fisher  Boy  Urashima. 


44 


The  Wonderful  Mirror. 

Dick  Whittin^on  and  His  Cat. 

Jack  and  the  Beanstalk. 

Life  of  a  Butterfly. 

Mr.  and  Mrs.  Robin. 

Giant  Sloth  and  the  Tiddly-Winks. 

The  Vapor  Family. 

Seedlings  on  the  Wing. 

Little  Golden-Rod. 

The  Little  Maple  Leaves. 

The  Green  Worm. 

The  Story  of  Tad  and  Polly. 

How  Flax  "^^as  Given  to  Men. 

Why  the  Sea  is  Salt. 

Why  the  Crocodile  Has  a  Wide  Mouth. 

The  Story  of  the  Picture  on  the  Vase. 

Why  the  Water  in  Rivers  Is  Never  Still. 

How  the  Raven  Helped  Men. 

The  Story  of  the  Earth  and  the*Sky. 

How  Summer  Game  to  the  Earth. 

Why  the  Face  of  the  Moon  Is  White. 

Why  All  Men  Love  the  Moon. 

Sections  from  Hiawatha: 

Hiawatha's  Childhood;  Lines  64-235. 

Hiawatha's  Friends;  Chapter  6. 

Hiawatha's  Sailing;  Chapter  7. 

Hiawatha's  Fishing;  Chapter  8. 

Hiawatha  and  the  Pearl-Feather;  Chapter  9. 

Hiawatha's  Wooing;  Chapter  10. 

Hiawatha's  Wedding  Feast;  Chapter  11. 

Picture- Writing ;  Chapter  14. 

Hiawatha's  Lamentation;  Chapter  15. 

The  Death  of  Kwasind ;  Chapter  18. 

The  Famine ;  Chapter  20. 

The  White  Man's  Foot;  Chapter  21. 

Hiawatha's  Departure;  Chapter  22. 
Books  suggested  for  story  work: 

Third  Year  Language  Reader,  Baker  &  Scott. 

The  Book  of  Nature  Myths,  Hoi  brook. 


45 

Cat  Tails  and  Other  Tails,  Howliston. 
Classic  Myths,  Judd. 
Hiawatha,  Longfellow. 

POEMS    TO    BE    STUDIED    AND    LEARNED. 

To  Be  studied:  Over  the  Hills  and  Through  the  "Woods, 
Whittier;  Thanksgiving  Child;  Good  Night,  Dayre;  Robert  of 
Lincoln,  Bryant;  The  Quail's  Nest;  Frogs  at  School;  Song  of  the 
Lilies ;  Treetop  and  Meadow ;  The  New  Moon,  Follen ;  The  Swing, 
Stevenson;  Norse  Lullaby,  Field. 

To  Be  Studied  and  Memorized:  Wynken,  Blynken,  and  Nod, 
Field;  If  I  AVere  a  Sunbeam,  Lacrom;  The  Brown  Thrush,  La- 
crom;  The  Rainbow,  Rosetti;  Extracts  From  Hiawatha;  The 
Flower,  Tennyson;  Cradle  Song,  Holland;  Don't  Give  Up, 
Phoebe  Cary.    Review  the  poems  learned  during  the  first  year. 

PICTURES  FOR   STUDY. 

The  Sower,  Millet;  The  Beggar  Boys,  Murillo;  Shoeing  the 
Horse,  Landseer;  Trust,  Barber;  Can't  You  Talk,  Holmes; 
Return  to  the  Farm,  Troyon;  At  the  "Watering  Trough,  Dag- 
nan-Bouveret ;  The  Three  Friends,  Gardner. 

THIRD     GRADB     STORIES. 

The  Golden  Touch. 

The  Miraculous  Pitcher. 

The  Three  Golden  Apples. 

The  Beginnings  of  Things. 

How  Odin  Lost  His  Eye. 

The  Magic  Apples. 

Skadi's  Choice. 

The  Dwarfs  Gifts. 

The  Quest  of  the  Hammer. 

Thor's  Visit  to  the  Giants. 

Thor's  Fishing. 

Thor's  Duel. 

In  the  Giant  House. 

Balder  and  the  Mistletoe. 

Why  the  Peacock's  Tail  Has  a  Hundred  Eyes. 

The  Story  of  the  First  Moles. 

The  Story  of  the  First  Ants. 

Stories  From  the  Jungle  Book,  by  Kipling. 


46 

Book  List  for  Third  Grade: 
Hawthorne's  Wonder  Book. 
In  the  Days  of  the  Giants,  Brown. 
Book  of  Nature  Myths,  Holbrook. 
The  Jungle  Book,  Kipling. 

POEMS    TO    BE    STUDIED    AND    LEARNED. 

To  Be  studied:  Good  Night  and  Good  Morning,  Lord 
Houghton;  Why  Do  the  Bells  of  Christmas  Ring,  Ward;  Our 
Flag,  Sangster;  The  Lady  Moon,  Lord  Houghton;  Who  Stole  the 
Bird's  Nest,  Child;  Springtime,  Dayre;  The  Robin's  Advice, 
Jewett ;  The  Voice  of  Spring,  Howitt ;  The  Barefoot  Boy,  Whit- 
tier. 

To  Be  Memorized  and  Studied :  The  Mountain  and  the  Squir- 
rel, Emerson;  What  the  Birds  Say,  Coleridge;  The  B^own 
Thrush,  Lacrom ;  A  New  Year  Song,  Lacrom ;  I  '11  Try  Anon ; 
Doing  Its  Best;  Only  One  Mother;  Sweet  and  Low,  Tennyson; 
The  Rock-A-By-Lady,  Field;  Bob  White,  Cooper;  Selections 
from  The  Barefoot  Boy. 

PICTURES    FOR    STUDY. 

Farmyard,  Herring;  The  Strawberry  Girl,  Reynolds;  A 
Member  of  the  Humane  Society,  Landseer;  Feeding  Her  Birds, 
Millet;  Ploughing,  Rosa  Bonheur;  Madonna,  Child  and  Dona- 
toos;  St.  Cecilia  with  Angels,  Lauenstein;  Feeding  the  Nes- 
tlings, Millet. 

FORMAL     ELEMENTS. 

What  a  sentence  is.  A  sentence  that  tells  or  states  some- 
thing is  a  statement.  Every  sentence  should  begin  with  a  cap- 
ital letter.  A  period  should  be  placed  after  every  complete  state- 
ment. Some  sentences  ask  questions;  these  are  followed  by  a 
question  mark.  Some  sentences  express  a  command  or  a  request ; 
these  are  followed  by  a  period.  Some  sentences  express  sudden 
or  strong  feeling ;  these  are  called  exclamatory  sentences  and  are 
followed  hy  an  exclamation  point. 

Parts  into  which  a  poem  is  divided  are  called  stanzas. 

Given  names  and  surnames.    The  writing  of  initials. 

The  word  I  should  always  be  written  with  a  capital  letter. 

Names  of  cities  and  streets  are  written  with  capital  letters. 

The  names  of  the  days  of  the  week  should  begin  with  capita) 
letters;  this  is  true  also  of  the  names  of  the  months. 


47 

Tlie  hyphen  is  used  to  join  the  parts  of  a  compound  word. 
It  is  also  used  at  the  end  of  a  line  to  connect  syllables  of  a 
divided  word. 

Abbreviations  of  the  names  of  the  months,  mister,  mistress, 
street,  avenue. 

Study  of  the  paragraph;  what  it  is  and  how  it  is  indicated — 
indentation. 

How  to  write  a  letter  of  friendship.  How  to  date  the  letter. 
How  to  write  the  heading,  salutation,  body,  and  conclusion.  How 
to  address  a  letter. 

The  correct  use  of  the  words  is,  are,  was,  were,  has,  have. 

Words  to  use  with  ''you";  have,  were,  are. 

Teach  other  forms  which  conditions  may  warrant.  Correct 
the  common  errors  of  speech.  Pay  close  attention  to  the  cor- 
rect use  of  such  words  as  teach  and  learn ;  saw  and  seen ;  did  and 
done ;  I  and  me ;  she  and.  her ;  he  and  him ;  good  and  well.  No 
text  in  the  hands  of 'the  pupils.  Adopted  text,  Hyde's  Course  in 
English,  Book  I,  pp.  1-55. 

SUGGESTIONS    FOR    THE     INTERMEDIATE     AND 
HIGHER    GRADES. 

THE      WRITTEN      COMPOSITION. 

Beginning  in  the  intermediate  grades  and  continuing  through 
the  grammar  grades,  the  written  work  is  very  much  more  im- 
portant than  in  the  primary  grades.  Enough  written  work  must 
be  done  by  the  children  so  that  writing  good  English  will  be- 
come a  habit  just  as  speaking  good  English  is  a  habit.  "Written 
work  should  therefore  be  a  daily  exercise.  This  does  not  mean, 
of  course,  that  every  language  period  must  be  devoted  to  written 
work,  or  that  the  written  work  must  be  done  for  the  language 
period;  it  is  quite  essential  that  it  be  done  in  connection  with 
the  other  school  studies,  and  the  child  thus  be  made  to  feel  that 
every  written  exercise  is  a  language  exercise  and  must  come  up 
to  the  same  standard  as  the  language  exercise.  Thus  a  report  in 
history  may  be  used  as  the  basis  for  language  work.  The  length 
of  these  daily  exercises  should  not  exceed  one  or  two  paragraphs; 
only  occasionally  should  there  be  a  longer  exercise  which  will 
require  the  effort  of  the  class  for  several  days.  The  simplest 
form  will  be  the  reproduction  of  a  paragraph  from  some  literary 
selection. 


48 

The  aim  in  all  this  written  work  should  be  just  as  definite 
as  in  all  other  school  work;  there  will  be  nothing  accomplished 
unless  this  is  the  case.  Neither  must  the  aim  be  too  broad;  the 
teacher  must-  confine  herself  to  the  use  of  certain  marks  of  punc- 
tuation, capitalization  of  words  used  in  certain  places,  the  arrange- 
ment of  sentences  in  paragraphs,  etc. 

In  the  criticism  of  the  written  compositions  the  teacher  must 
be  careful  to  enlist  the  co-operation  of  the  entire  class;  an  exer- 
cise criticised  by  the  teacher  merely  and  then  handed  back  to 
the  class  is  so  much  time  wasted  because  the  more  numerous  the 
blue  marks  on  the  page,  the  more  disgusted  will  be  the  child,  and 
the  sooner  will  the  paper  find  its  way  to  the  wastebasket  with- 
out having  been  even  carefully  examined,  much  less  corrected. 
In  order  to  make  the  co-operative  lesson  in  criticism  successful 
the  following  points  must  be  kept  in  mind  by  the  teacher : 

1.  The  children  must  know  thoroughly  all  the  points  taught 
up  to  date ;  the  teacher  must  not  go  too  fast  for  the  average  pupil, 
therefore. 

2.  Hold  the  pupils  responsible  for  the  application  of  all  the 
language  facts  taught,  not  only  in  the  language  lesson,  but  in 
every  other  lesson  as  well;  only  in  this  way  can  the  pupil  be 
taught  the  right  standards. 

3.  Never  accept  any  work  that  does  not  come  up  to  the  stand- 
ard set  for  the  class. 

4.  Have  the  compositions  read  in  class  and  then  ask  for  sug- 
gestions as  to  how  certain  features  of  it  may  be  improved; 
make  the  work  constructive. 

5.  In  ease  of  compositions  read  by  teacher,  indicate  the  error, 
but  do  not  make  the  correction ;  let  the  pupil  do  this  and  then 
inspect  the  work  again;  in  case  of  a  large  number  of  errors 
require  the  pupil  to  rewrite  the  composition. 

The  materials  for  both  the  oral  and  the  written  language 
work  in  the  upper  grades  should  be  taken  from  the  content 
studies  of  the  course,  as  literature,  history,  geography,  and 
science.  The  form  of  the  exercise  may  be  a  report  in  any  of 
these  subjects,  outlines  of  subjects,  chapters,  etc.,  discussions  (de- 
bates) in  history  or  literature,  descriptions  of  apparatus,  and  the 
formal  compositions. 


49 

The  order  of  procedure  in  case  of  the  formal  composition, 
when  the  pupil  has  some  knowledge  of  the  subject,  may  be  as 
follows : 

1.  The  teacher,  after  suggesting  the  subject,  may  take  an 
inventory  of  the  knowledge  of  the  class  on  this  subject,  i.  e.,  find 
out  just  what  the  children  know  and  what  they  do  not  know. 

2.  The  class  with  the  help  of  the  teacher  may  make  an  out- 
line of  the  principal  points  to  be  discussed. 

3.  Since  the  teacher  has  probably  discovered  a  number  of 
points  on  which  the  knowledge  of  the  class  is  either  weak  or  of 
which  they  know  nothing  at  all,  the  next  step  may  be  the  gath- 
ering of  further  material  for  the  composition. 

4.  The  outline  may  now  be  completed  in  its  details. 

5.  Finally  the  composition  may  be  written. 

The  following  outline  may  serve  as  an  illustration: 

Why  Great  Britain  Is  So  Important  a  Manufacturing  Country. 

1.  The  quantity  and  variety  of  articles  manufactured. 

1.  Various  kinds  of  metallic  goods,  as  cutlery,  machinery, 
etc. 

2.  Woolen  goods,  yarns,  cloth,  etc. 

3.  Cotton  goods,  cloth,  thread,  etc. 

4.  Linen  goods. 

2.  Great  Britain's  advantage  in  the  possession  of  an  abun- 
dance of  raw  materials. 

1.  Metals  are  found  in  abundance. 

(a)  Iron  ore;  quantity  and  where  mined. 

(b)  Tin. 

(c)  Copper,   lead,   zinc,   and  very   little  gold   and 
silver. 

2.  Agricultural  raw  products  used  in  manufacturing. 

(a)  Wool. 

(b)  Flax. 

(c)  Etc. 

3.  Products  imported. 

(a)  Cotton;  quantity  and  where  taken. 

(b)  Hides,  etc. 

3.  How  the  possession  of  power  for  manufacturing  purposes 
has  helped  Great  Britain  to  become  so  important  a  manufactur- 
ing country. 

1.    Her  water  power.     Its  importance  and  where  found. 


50 

2.    Coal;  its  abundance;  where  mined;  advantages  of  the 
location  of  coal  mines. 

4.  Great  Britain 's  splendid  transportation  facilities  and  their 
importance  for  manufacturing  purposes. 

1.  Railways;  number  and  efficiency. 

2.  Water  routes.    Number  of  navigable  rivers,  canals,  etc. 
Location  of  cities  with  reference  to  these. 

3.  Efficiency  of  the  merchant  marine. 

4.  Effect  of  these  features  upon  commerce  and  manufac- 
turing. 

5.  Great  Britain's  cheap  and  efficient  labor  also  has  helped 
in  her  development. 

1.  The  intelligence  of  the  common  people. 

2.  What  the  government  does  to  increase  that  intelligence. 

(a)  Industrial  features  of  common  schools. 

(b)  Technical  schools. 

(c)  Evening  schools  for  workmen. 

6.  Conclusion. 

Of  course  this  is  not  the  only  outline  that  could  be  made  on 
this  topic ;  the  teacher  should  keep  in  mind  that  different  pupils 
may  bring  in  different  outlines,  all  of  which  may  be  very  good, 
in  spite  of  the  fact  that  they  attack  the  subject  from  a  somewhat 
different  point  of  view. 

In  a  similar  manner  other  topics  from  geography  may  be  used 
for  language  work.  A  written  lesson  of  this  kind  will  do  a  great 
deal  to  give  the  children  a  good  knowledge  of  both  geography  and 
language.  History  may  be  used  in  a  similar  way;  a  few  topics 
are  suggested  as  appropriate  for  this  purpose :  How  the  south- 
ern planter  educated  his  children  in  colonial  times.  How  John 
Smith  saved  the  Jamestown  colony  from  starvation.  How  Bur- 
goyne  attempted  to  divide  the  eastern  from  the  middle  colonies. 
How  Washington  outwitted  the  British  at  Trenton.  How  Hamil- 
ton established  the  credit  of  the  United  States.  How  the  United 
States  has  profited  from  the  Louisiana  purchase.    Etc. 

THE    TEACHING    OF    POEMS. 

The  study  of  poems  properly  belongs  in  the  reading  period 
or  in  the  period  set  aside  for  the  study  of  literature.  Certain 
phases  of  this  study,  however,  have  a  claim  upon  the  language 
period,  and  it  is  for  this  reason  that  these  suggestions  are  offered 


51 

in  this  place.  Thus  the  study  of  the  thought  of  the  poem  more 
properly  belongs  in  the  reading  period,  while  the  form  in  which 
the  thought  is  put  has  a  greater  claim  upon  the  language  period. 
It  is  not  claimed  that  all  discussion  of  the  thought  of  poems 
must  be  attended  to  in  the  language  period.  The  teacher  will, 
however,  find  it  a  very  useful  expedient  to  emphasize  the  thought 
in  the  reading  period,  while  the  form  receives  the  greater  em- 
phasis during  the  language  period. 

The  following  procedure  in  the  teaching  of  poems  may  be 
found  helpful: 

1.  The  approach  to  the  poem;  getting  the  class  in  a  frame 
of  mind  to  appreciate  the  study. 

2.  The  study  of  the  thought  of  the  poem.  This  may  be  done 
with  the  help  of  the  teacher  in  the  lower  grades  or  independently 
by  the  pupils  in  the  higher  grades. 

3.  A  study  of  the  form  of  the  poem ;  of  the  language  in  which 
the  thought  is  clothed.  An  appreciation  of  the  form  is  abso- 
lutely necessary  even  for  the  appreciation  of  the  thought  and 
should  therefore  not  be  neglected  whether  the  poem  is  used  as 
a  basis  of  the  language  work  or  not. 

4.  Finally  there  should  be  further  work  upon  the  apprecia- 
tion of  the  form.  This  may  be  the  reading  of  the  poem  by  the 
child,  or  the  committing  of  the  whole,  or  parts  of  it.  Only  in 
this  way  can  we  give  the  child  a  stock  of  choice  words  and  ex- 
pressions v.'hich  will  remain  permanently  his  own. 

Applying  this  to  a  study  of  The  Village  Blacksmith,  we 
should  discuss  with  the  class  first  the  blacksmith  and  the  black- 
smith shop  of  their  own  knowledge  and  acquaintance.  In  this 
discussion  those  points  should  be  brought  out  which  are  taken 
up  in  the  poem.  The  questions  which  might  be  asked  are  as  fol- 
lows :  How  many  of  you  are  acquainted  with  a  blacksmith  and 
his  shop  ?  Will  you  describe  his  shop  to  us  ?  Describe  the  black- 
smith himself.  Tell  us  about  some  of  the  things  he  does,  espe- 
cially those  which  you  have  seen  him  do.  What  is  it  that  you 
especially  enjoy  as  you  watch  the  blacksmith  at  work?     Etc. 

Then  may  follow  a  study  of  the  thought  of  the  poem.  We 
shall  now  study  a  poem  in  which  Mr.  Longfellow  describes  a 
blacksmith  whom  he  knew.  Now  may  follow  the  reading  of  the 
poem  by  the  class,  or  the  teacher,  and  then  a  discussion  such  as 
indicated  by  the  following  questions :  Where  did  the  shop  which 


52 

Mr.  Longfellow  describes  stand  ?  What  suggests  to  you  that  this 
was  a  pleasant  site?  Describe  now  the  blacksmith  to  us.  What 
is  his  personal  appearance?  What  does  the  poet  tell  us  about 
the  manner  in  which  the  blacksmith  works?  What  do  we  call 
a  person  who  works  so  steadily?  What  does  the  poet  tell  us  about 
the  school  children  who  pass  the  shop  ?  What  does  the  fact  that 
the  children  are  on  such  friendly  terms  with  the  blacksmith  seem 
to  indicate  about  his  character?  Or  his  nature?  How  does  the 
blacksmith  regard  his  family?  What  is  there  in  the  poem  that 
tells  you  so?  What  kind  of  husband  and  father  was  he?  How 
does  the  poet  describe  the  life  of  the  blacksmith  as  a  whole? 
What  is  the  lesson  which  the  blacksmith  is  to  teach  us  according 
to  the  poet? 

Next  may  be  taken  up  the  study  of  the  language  of  the  poem 
more  fully.  Notice  the  wordy  mighty;  what  other  words  could 
have  been  used  ?  Why  do  you  think  this  the  better  word  ?  Notice 
the  expression,  ' '  His  brow  is  wet  with  honest  sweat ' ' ;  how  could 
you  have  stated  the  same  thought  in  different  words?  Would 
this  have  expressed  the  thought  quite  as  effectively?  Note  now 
the  comparison  which  the  poet  uses,  "Like  a  sexton  ringing  the 
bell,  when  the  evening  sun  is  low."  Why  does  this  comparison, 
or  figure  of  speech,  give  us  the  thought  much  more  clearly  than 
otherwise  it  could  have  been  done?  Note  another  figure  in  the 
next  stanza,  ''Like  chaff  from" a  threshing-floor";  what  does  this 
figure  suggest  to  you  ?  Why  do  you  suppose  Mr.  Longfellow  used 
this  figure?  (Because  this  was  a  familiar  sight  to  the  people 
to  whom  he  wrote.)     Other  expressions  may  thus  be  studied. 

Finally,  after  the  poem  has  been  read  until  the  class  seems 
to  get  its  music,  seems  to  appreciate  the  poem,  the  whole  should 
be  committed  to  memory. 

THE  TEACHING  OF   THE  FORMAL  PARTS  OF   LANGUAGE. 

The  formal  elements  of  language  should  be  taught  only  in  so 
far  as  there  is  a  need  for  them  ;  only  when  he  needs  to  use  the  rule 
that  "Every  sentence  should  begin  with  a  capital  letter"  should 
the  teacher  teach  this  rule.  The  formal  elements  should  be 
taught  inductively  in  the  intermt?diate  and  grammar  grades. 

When  once  a  fact  has  been  taught  the  teacher  must  hold  the 
child  responsible  for  the  application  of  the  fact  until  it  has  been 
made  a  full-fledged  habit  and  requires  no  further  attention  from 


53 

the  teacher.  Suppose  that  the  formation  of  the  plural  of  nouns 
ending  in  y  were  the  lesson  to  be  taught.  The. teacher  has  nl)- 
ticed  that  the  children  are  making  errors  when  writing  the 
plurals  of  lily,  valley,  pony,  donkey,  etc.  This  is  the  time  to 
teach  this  lesson.  The  teacher  will  then  select  a  number  of  sen- 
tences in  which  the  different  form  of  these  words  are  found 
and  present  them  to  the  class,  either  by  writing  them  on  the 
board,  or  by  referring  the  children  to  the  selection  in  which  they 
are  found.  Now  the  different  forms  are  noted  and  a  list  of  the 
various  forms  made.  Thus  in  one  column  will  be  put  the  w^ord 
lily ;  in  another  its  plural  form  * '  lilies " ;  all  of  the  words  which 
form  their  plurals  like  this  word  will  be  put  with  this  group.  In 
a  similar  manner  will  the  singular  and  plural  forms  of  the  word 
donkey  and  its  allies  be  grouped.    Thus : 

daisy  daisies 

lily  lilies 

pony  ponies 

story  stories 

chimney  chimneys 

donkey  donkeys 

monkey  monkeys 

valley  valleys 

The  children  will  notice  before  long  that  the  words  lily,  pony, 
daisy  and  story  are  alike  in  their  ending  and  form  their  plural 
in  a  similar  way,  and  that  the  same  is  true  with  the  words 
donkey,  valley,  etc.  It  now  remains  to  observe  these  similarities 
more  closely  and  then  the  class  will  be  ready  to  state  the  rule 
that  "Nouns  ending  in  y,  if  the  y  is  preceded  by  a  consonant, 
change  the  y  to  i  before  adding  es ;  nouns  in  which  the  y  is  pre- 
ceded by  a  vowel  form  their  plural  by  adding  s." 

Then  should  follow  an  application  of  the  rule  taught.  This 
may  take  the  form  of  a  group  of  sentences  with  blanks  to  be 
filled  with  the  proper  form  of  the  words  taught. 

PICTURE     LESSONS. 

In  the  adopted  text  there  are  given  a  number  of  pictures  for 
study.  Pictures  may  be  used  in  several  ways,  according  to  the 
nature  of  the  picture.  Some  pictures  suggest  an  action  which 
seems  to  constitute  an  incident  in  a  series,  while  others  represent 
a  scene  from  nature,  or  from  the  street,  or  an  individual  whose 


54 

form  and  countenance  express  some  of  the  ideals  of  humanity, 
etc.  The  former  class  of  pictures  may  be  used  as  the  basis  of  a 
narrative,  while  the  latter  can  be  used  for  purposes  of  descrip- 
tion. The  Colonial  Boys  in  the  adopted  text  is  an  illustration  of 
the  former,  and  The  Cottage,  p.  155,  is  an  example  of  the  latter. 
A  number  of  pictures  in  addition  to  those  mentioned  in  the 
adopted  text  is  suggested  for  study  in  the  different  grades. 

The  pictures  listed  in  this  outline  may  be  obtained  at  a  low  price  from 
Geo.  P.  Brown  d  Co.,  38  Lovett  street,  Boston,  Mass.,  or  from  the  Perry 
Picture  Company,  Boston,  Mass.  The  teacher  should  send  for  a  catalogue  to 
either  of  these  companies  and  decide  upon  the  grade  and  size  of  picture  she 
wishes  to  purchase. 

FOURTH    GRADE. 

FORMAL     ELEMENTS. 

Quotations;  use  of  quotation  marks;  the  use  of  the  comma 
with  quotations. 

The  use  of  the  comma  in  address. 

Study  of  contractions  like  I've,  don't,  etc.  An  apostrophe 
should  be  used  whenever  a  letter  has  been  omitted. 

The  two  parts  of  a  sentence:  The  part  of  which  something 
is  said,  and  the  part  that  tells  something  about  the  former.  The 
first  is  called  the  subject;  the  second  is  called  the  predicate. 
(Leave  out  these  names  until  the  pupils  have  the  idea  thor- 
oughly; do  not  confuse  them.  The  principal  thing  is  to  give 
them  the  idea  that  a  statement  has  these  two  parts.) 

Nouns.  Some  words  are  used  to  name  something ;  these  words 
are  called  nouns.  Some  of  these  names  are  the  names  of  indi- 
viduals, belong  to  one  individual  only;  these  names  are  called 
proper  names.  Other  names  belong  to  any  one  of  a  class;  such 
names  are  called  common. 

The  use  of  capital  letters.  Titles,  names  of  sects,  political 
parties,  particular  events,  newspapers,  books,  compositions ;  every 
line  of  poetry;  words  derived  from  proper  names  should  begin 
with  capital  letters. 

The  formation  of  plural  forms  of  nouns.  Plurals  are  formed 
by  adding  s  to  singular  form;  some  add  es.  Nouns  ending  in  / 
or  fe  change  the  /  or  fe  to  ve  and  add  s.  Nouns  ending  in  y 
change  the  y  to  ie  and  add  s  if  the  y  is  preceded  by  a  consonant ; 
they  merely  add  s  to  the  singular  if  the  y  is  preceded  by  another 
vowel.  Some  nouns  have  the  same  form  for  both  singular  and 
plural  forms. 


55 

Words  that  denote  possession,  as  in  Fred's  horse.  Some 
words  add  's  to  show  possession ;  a  plural  noun  ending  in  s  adds 
the  apostrophe  only;  plural  nouns  not  ending  in  s  add  the  's  to 
show  possession. 

Words  used  in  place  of  nouns  are  called  pronouns;  thus  in- 
stead of  saying  John  Smith  will  go,  we  may  say,  He  will  go. 
* '  He "  in  that  case  takes  the  place  of  John  Smith  and  is  called  a 
pronoun.  There  are  pronouns  of  the  first,  second  and  third 
person ;  I,  you  and  he,  are  examples  of  the  several  persons.  Some 
words  describe  others.  In  the  phrase,  "the  red  hat,''  for  ex- 
ample, red  describes  hat.  Such  words  are  called  adjectives. 
Since  they  change  the  meaning  of  the  word,  they  are  said  to 
modify  the  word.  Study  of  the  use  of  this,  these,  that,  those,  the, 
an,  and  a. 

Words  used  after  ''It  is,"  "It  is  I,"  "It  is  we,"  "It  is  she," 
etc.    Do  not  use  such  expressions  as  "It  is  me,"  "It  is  him,"  etc. 

Correct  common  errors  of  speech  at  all  times.  Adopted  text, 
Hyde's  Language  Course,  Book  I,  pp.  55-120. 

POEMS     TO     BE     STUDIED     AND     LEARNED. 

To  Be  studied:  In  School  Days,  Whittier;  The  Corn  Song, 
Tennyson ;  Pied  Piper  of  Hamelin,  Browning ;  While  Shepherds 
Watched  Their  Flocks  by  Night,  Tate ;  The  Gladness  of  Nature, 
Bryant;  Woodman,  Spare  the  Tree,  Morris;  The  Fountain, 
Lowell.    Others  may  be  added  from  the  reading  books. 

To  Be  Studied  and  Learned:  The  Day  Is  Done,  Longfellow; 
The  Children's  Hour  and  The  Village  Blacksmith,  Longfellow; 
Nobility,  Cary;  The  Cricket,  Cowper;  A  Simple  Recipe,  Riley; 
America,  Smith ;  The  Cloud,  Shelly ;  The  Use  of  Flowers,  Howitt 

PICTURES    FOR    STUDY. 

The  Horse  Fair  and  Coming  From  the  Fair,  Rosa  Bonheur; 
An  Old  Monarch,  Bonheur ;  The  Gleaners,  Millet ;  The  Mill,  Rem- 
brandt; Wild  Cattle  of  Chillingham,  Landseer;  The  Prize  Calf, 
Landseer;  Divine  Shepherd,  Murillo;  Village  Blacksmith,  Her- 
ring. 

FIFTH    GRADE. 

FORMAL     ELEMENTS. 

Words  which  state  or  assert  something  are  called  verbs. 
Transitive  and  intransitive  verbs.  Singular  and  plural  forms 
of  verbs. 


V 


56 

Words  that  modify  the  meaning  of  a  verb  are  called  adverbs. 
Adverbs  tell  when,  where  or  how  an  action  takes  place. 

The  use  of  negatives.  Negative  words  and  sentences.  Two 
negatives  should  not  be  used  in  the  same  sentence  unless  the 
speaker  wishes  to  express  an  affirmation. 

•Words  used  with  nouns  or  pronouns  to  show  their  relation  to 
some  other  word  are  called  prepositions. 

The  development  of  case  in  connection  with  pronouns.  Pro- 
nouns in  the  nominative,  possessive,  and  the  objective  cases. 
Great  care  must  be  taken  to  get  these  points  clearly  before  the 
children.  They  are  familiar  with  the  various  uses  and  forms  of 
the  pronouns,  but  they  easily  become  confused  in  case  of  poor 
teaching.  The  teacher  should  take  familiar  sentences  and  show 
both  the  variation  in  form  and  use,  and  when  the  class  clearly 
sees  this  the  names  of  the  cases  may  be  given.  The  different 
forms  of  the  pronoun  he  may  be  shown  in  the  following  sen- 
tences :  John  has  >\on  the  prize  at  school.  He  is  a  very  studious 
boy.  His  manners  are  exemplary.  Everybody  loves  him.  In 
these  sentences  we  have  both  the  different  uses  and  the  several 
forms.  This  work  on  case  in  connection  with  pronouns  should 
be  of  great  value  later  when  case  is  taken  up  in  connection  with 
nouns. 

Words  that  connect  -  sentences  or  similar  parts  of  the  same 
sentence  are  called  conjunctions. 

Words  like  alas,  O,  ah,  etc.,  that  are  added  to  sentences  to  ex- 
press strong  feeling  are  called  interjections. 

Review  parts  of  speech  taught. 

A  group  of  words  performing  a  distinct  office  in  the  sen- 
tence, but  having  neither  subject  nor  predicate,  is  called  a  phrase. 
Phrases  according  to  their  function  are  called  adjective,  adver- 
bial, etc. 

A  group  of  words  performing  a  distinct  office  in  the  sentence 
and  having  both  subject  and  predicate  is  called  a  clause.  Ac- 
cording to  their  use  clauses  are  either  independent  or  dependent. 

The  use  of  the  comma  in  'a  series.  The  comma  when  used  to 
separate  words,  phrases  or  clauses  placed  between  parts  of  a 
sentence  closely  related  should  be  separated  from  the  rest  of  the 
sentence  by  commas.  When  a  phrase  or  clause  is  transposed  out 
of  its  natural  position,  it  should  be  separated  from  the  rest  of 
the  sentence  by  the  comma. 


57 

Review  of  the  different  kinds  of  sentences  studied. 

The  compound  sentence  is  one  that  is  made  up  of  two  or  more 
independent  clauses.  The  clauses  making  up  the  compound  sen- 
tence are  usually  separated  by  the  comma  if  closely  related;  or 
if  the  clauses  should  be  sub-divided  by  the  comma,  they  are 
usually  separated  by  the  semicolon. 

Additional  work  in  the  writing  of  letters. 

Adopted  text,  Hyde's  Language  Course,  Book  I,  pp.  120-203. 

POEMS    TO    BE     STUDIED    AND    LEARNED. 

To  Be  studied:  The  Indian  Girl's  Lament,  Bryant;  The 
Building  of  the  Ship,  Longfellow;  The  Chambered  Nautilus, 
Holmes ;  The  Shell,  Tennyson ;  The  Snow,  Lacrom.  Others  to  be 
selected  from  reading  books. 

To  Be  Studied  and  Memorized:  Footsteps  of  Angels,  Long- 
fellow; Landing  of  Pilgrims,  Hemans;  Daffodils,  Wordsworth; 
Spring  Twilight,  Sill ;  To  the  Dandelion,  Lowell ;  Elegy  Written 
in  a  Country  Churchyard,  Gray  (selections  from  this)  ;  Con- 
sider, Rosetti ;  The  Death  of  the  Flowers,  Bryant ;  Abou  Ben  Ad- 
hem,  Hunt ;  The  Blue  and  the  Gray,  Finch. 

PICTURES    FOR    STUDY. 

The  Close  of  the  Day,  Millet ;  Lions  at  Home,  Bonheur ;  Land- 
scape With  Waterfall,  Ruysdale ;  Pharaoh 's  Horses,  Herring ;  My 
Dog,  Landseer;  The  Angelus,  Millet;  Madonna,  Durer;  Sheep 
Going  to  Pasture,  Mauve;  Monarch  of  the  Glen,  Landseer. 

ENGLISH    GRAMMAR. 

SUGGESTIONS  FOR  TEACHING. 

The  aims  of  the  study  of  English  grammar  are  said  to  be  the 
following : 

1.  Through  the  study  of  English  grammar  the  child  learns  to 
think  logically. 

2.  A  knowledge  of  grammar  enables  him  to  interpret 
thought. 

3.  It  also  is  a  standard  in  his  expression  of  thought. 

4.  If  the  child  continues  his  course  in  the  high  school  it  will 
be  of  use  to  him  in  the  study  of  foreign  languages. 

The  teacher  should  keep  in  mind  that  if  this  study  is  to  be 
meaningful  to  the  child  the  work  must  be  concrete;  the  teacher 


58 

must  therefore  have  illustrations  in  abundance  at  every  point  of 
the  teaching.  Again  the  child  must  be  made  to  feel  that  in  the 
study  of  grammar  he  is  dealing  with  the  thought  of  the  sen- 
tence and  not  merely  with  the  words.  The  child  who  does  not 
see  anything  beyond  the  words  that  make  up  the  sentence  does 
not  kilow  any  grammar  whatever. 

The  teacher  must  constantly  apply  in  the  interpretation  and 
expression  of  thought  those  grammatical  facts  already  in  the 
possession  of  the  child.  In  this  way  the  child  will  find  out  the 
real  value  of  the  subject,  and  the  teacher  will  therefore  not  find 
it  necessary  to  explain  to  him  just  why  he  is  studying  grammar, 
as  often  has  to  be  done.  In  the  second  place,  this  constant  appli- 
cation will  constitute  a  splendid  review,  and  the  ideas  which 
otherwise  would  have  been  forgotten  in  the  course  of  a  few  weeks 
will  become  a  permanent  part  of  the  child's  intellectual  equip- 
ment. 

GENERAL  SURVEY  GF  THE  COURSE  AND  ORDER  OF  TREATMENT. 

A.    Sentence  Structure. 

1.  The  sentence. 

The  subject;  simple  and  complete. 

The  predicate;  simple  and  complete. 

Verbs  of  complete  predication. 

Verbs  of  incomplete  predication. 

Transitive  verbs;  objects;  indirect  object;  objective 

complement. 
Copula;  attribute  complement. 

2.  Substantive  phrases  and  clauses. 

3.  Sentences  classified  as  to  form. 
Simple. 

Complex. 
Compound. 

4.  Independent  elements  in  sentence  structure. 
Words. 

Phrases. 


59 

B.    Parts  of  Speech. 

1.  Review  the  recognition  of  parts  of  speech. 

2.  Classification  and  inflection. 

Nouns.     Proper   and  common.     Collective.  Abstract. 

Number,  gender,  case. 

Pronouns.  Personal,  interrogative,  relative,  demon- 
strative, and  indefinite. 

Declension. 

Adjectives  and  adverbs;  inflections  and  kinds  of 
each. 

Verbs.  Voice,  mode;  kind;  participles;  tense;  per- 
son and  number;  auxiliaries. 

Prepositions,  conjunctions  and  interjections. 

SIXTH    GRADE. 

Study  the  general  directions  and  let  them  control  your  teach- 
ing. Review  those  facts  of  grammar  with  which  the  children  are 
supposed  to  be  familiar. 

See  the  outline  for  the  previous  grades  for  this  purpose. 

The  topics  have  been  arranged  in  such  an  order  as  to  make 
the  work  as  easy  as  possible  for  the  child;  but  in  order  that  the 
teaching  of  this  subject  may  be  a  success  the  teacher  must  have 
mastered  the  subject  to  such  an  extent  that  she  is  quite  independ- 
ent of  the  text. 

FIRST     TERM. 

study  of  the  simple  sentences:  The  simple  sentence  is 
one  that  contains  at  least  two  ideas.  In  the  sentence, 
''The  valley  is  fertile,"  there  are  the  two  ideas,  ''valley"  and 
"fertile,"  which  when  united  and  expressed  in  words  constitute 
a  sentence.  The  word  "valley"  names  the  idea  of  which  some- 
thing is  said ;  this  word  is  called  the  subject  of  the  sentence.  The 
word  "fertile"  tells  what  idea  is  stated  or  asserted  of  the  sub- 
ject "valley,"  and  together  with  the  word  "is"  constitutes  the 
predicate  of  the  sentence.  Sometimes  both  the  idea  asserted  and 
the  connection  between  the  subject  idea  and  the  predicate  idea 
are  shown  by  the  same  word,  as,  for  example,  in  the  sentence, 
"The  wind  blows."  Be  very  careful  that  the  children  get  this 
point  at  this  time  in  order  to  save  yourself  further  annoyance. 
Don't  be  satisfied  if  the  children  can  repeat  the  definitions  of 
subject  and  predicate  without  any  difficulty ;  they  must  have  the 


60 

ideas  expressed  in  these  definitions  before  their  knowledge  is  of 
any  consequence. 

The  modified  subject  and  predicate:  Be  sure  to  keep  the 
confusing  term  in  the  background;  if  there  is  likely  to  be  any 
trouble  with  the  word  ''modified"  leave  this  until  the  class  has 
thoroughly  grasped  the  idea.  As  illustrations  use  sentences  the 
thought  of  which  will  be  understood  without  any  difficulty ;  often 
sentences  made  by  the  pupil,  or  used  by  the  pupil,  at  any  rate, 
may  be  used  for  the  purpose  of  making  a  point  clear. 

Order  of  the  subject  and  predicate  in  the  different  classes  of 
sentences:  The  declarative,  the  interrogative,  the  imperative, 
and  the  exclamatory.    Adopted  text,  Book  II,  pp.  1-7. 

Verhs  of  complete  predication:  Some  verbs  do  not  require 
any  words  to  complete  the  predicate;  these  are  called  verbs  of 
complete  predication,  or  intransitive  verbs.     Text,  pp.  103-105. 

Yerhs  of  incomplete  predication:  These  verbs  require  an 
additional  word  or  words  to  complete  the  predicate.  There  are 
two  classes :  1.  Copulative  verbs,  like  hCy  look,  appear,  seem,  etc. 
2.  Transitive  verbs.  Study  in  this  connection  the  attribute  com- 
plement, which  is  used  in  connection  with  the  copula;  and  the 
direct  object,  the  indirect  object,  the  objective  complement  used 
in  connection  with  the  transitive  verb.  Text,  pp.  182,  187,  189, 
190. 

Modifiers:  Adjectives;  their  function,  pp.  12-13.  Adverbs; 
function,  pp.  16-17. 

Phrases:  Groups  of  w^ords  having  the  use  of  a  single  word 
and  having  neither  subject  nor  predicate;  pp.  25-26.  Clauses: 
Combinations  of  words  having  both  subject  and  predicate  and 
performing  a  distinct  office  in  the  sentence;  pp.  27-28.  Both 
the  phrases  and  clauses  may  take  the  place  of  adjectives  and  ad- 
verbs. The  teacher'  in  teaching  the  function  of  phrases  and 
clauses  will  find  it  of  advantage  to  take  a  simple  sentence  con- 
taining adjectives  and  adverbs  and  substituting  phrases  or 
clauses  for  adjectives  and  adverbs.  The  function  of  phrases  and 
clauses  will  thus  be  clearly  revealed. 

Substantive  phrases  and  clauses:  Clauses  and  phrases  that 
perform  the  office  of  nouns  .  Noun  phrases,  p.  169.  Noun 
clauses  used  as  subject  of  verb,  p.  237 ;  as  predicate  nominative, 
p.  237 ;  as  object  of  transitive  verb,  p.  237 ;  as  object  of  preposi- 
tion, p.  237.    Exercises,  pp.  238-240. 


61 

Sentences  classified  as  to  form :  A  simple  sentence  is  one  that 
expresses  one  thought;  p.  225,  pp.  227-236  (omit  infinitive  and 
participial  constructions  which  the  children  have  not  had).  The 
complex  sentence  is  a  sentence  consisting  of  one  clause  and  one 
or  more  subordinate  clauses;  pp.  236-251  (omit  adverbial  clauses 
of  degree,  cause,  purpose,  condition  and  concession).  Compound 
sentences  are  sentences  which  are  made  up  of  two  or  more  in- 
dependent members ;  pp.  252-258.  ' 

Independent  elements  in  sentence  structure:  A  word  or  group 
of  words  attached  to  a  sentence  without  forming  a  grammatical 
part  of  it  is  called  an  independent  element ;  p.  223. 

References  for  this  year's  work  are:  "Webster-Cooley  Two- 
Book  Course  in  Language,  Grammar  and  Composition,  Book  II, 
pp.  121-206;  Buehler's  A  Modern  English  Grammar,  pp.  15-108; 
Gilbert  and  Harris'  Guide  Books  to  English,  Book  II,  Selections 
One  to  Three;  Scott-Southworth,  Lessons  in  English,  Book  II, 
Part  I  and  Chapter  15.  These  books  will  be  found  helpful  both 
for  the  mode  of  treatment  and  the  sentence  material  they  con- 
tain. Two  books  especially  valuable  for  the  methodology  of  the 
subject  are  Carpenter,  Bnker  and  Scott's  The  Teaching  of  Eng- 
lish :  and  Chubb 's  The  Teaching  of  English. 

COMPOSITION. 

See  ' '  Suggestions  for  Intermediate  and  Grammar  Grades. ' ' 

POEMS     TO     BE     STUDIED     AND     LEARNED. 

To  Be  Studied:  The  Twenty-second  of  December,  and  Sev- 
enty-six, Bryant ;  Burial  of  Sir  John  More,  Wolfe ;  To  a  Water- 
fowl, Bryant;  The  Tiger,  Blake;  An  Order  for  a  Picture,  Alice 
Gary. 

To  Be  Studied  and  Memorized:  Concord  Hymn,  Emerson; 
Ring  Out,  Wild  Bells,  Tennyson;  Soldier,  Rest,  Scott;  The  New 
World,  Lowell;  Daybreak,  Longfellow;  The  Last  Rose  of  Sum- 
mer, Moore. 

PICTURES    FOR    STUDY. 

Landscape  With  Windmill,  Ruysdale ;  The  Deer  Family,  The 
Combat,  Landseer;  The  Vintagers,  Breton;  Sistine  Madonna, 
Raphael;  Dignity  and  Impudence,  Landseer;  Hope,  Mignard; 
Faith,  Mignard;  Monument,  Bridge  and  Minute  Man,  Concord. 


62 

SEVENTH    GRADE. 

ENGLISH     GRAMMAR. 

Parts  of  speech^  studied  in  detail. 

Review  of  recognition  of  parts  of  speech ;  pp.  9-24. 

Study  of  nouns.  Classes  of  nouns:  Common  and  proper; 
collective,  abstract. 

Number  of  nouns;  the  several  ways  of  froming  plural;  by 
adding  s ;  by  adding  es ;  nouns  ending  in  y  preceded  by  a  vowel 
simply  add  s;  most  nouiis  ending  in  o  add  s,  while  about  forty 
add  es  to  form  plural;  thirteen  nouns  ending  in  f  and  three  in 
f e  form  their  plural  in  ves ;  some  are  irregular ;  some  have  same 
form  for  both  singular  and  plural;  plurals  of  compounds;  pp. 
32-42.  Gender  of  nouns,  pp.  42-45.  Case.  Here  it  will  be  wise 
to  use  the  personal  pronoun  for  the  purpose  of  showing  how  the 
form  changes  with  the  different  uses  of  the  word;  thus:  I  love 
him.  It  is  mine.  He  loves  me.  Here  the  words,  I,  mine  and  me 
all  refer  to  the  same  person,  but  because  they  are  used  in  dif- 
ferent relations  with  words  of  sentences  they  have  a  different 
form.  In  the  case  of  nouns  we  do  not  have  three  distinct  forms, 
but  have  one. common  form  for  the  nominative  and  objective 
cases  and  a  special  form  for  the  possessive  case.  The  three  dif- 
ferent cases:  Nominative,  possessive  and  objective.  Case-for- 
mation.   The  parsing  of  nouns,  pp.  45-57.  ^ 

Study  of  pronouns.  Classes  of  pronouns:  Personal,  adjec- 
tive, relative  and  interrogative.  Declension  and  uses.  The  pars- 
ing of  pronouns ;  pp.  57-84. 

Adjectives.  Classes :  Descriptive  and  limiting.  Descriptive 
adjectives  derived  from  proper  nouns  are  called  proper  adjec- 
tives; those  that  are  forms  of  verbs  are  called  participial  adjec- 
tives, while  those  that  denote  qualities  are  called  qualitative  ad- 
jectives. 

Limiting  adjectives  contain  the  following  sub-divisions: 
Articles,  numerals,  interrogatives,  conjunctives,  demonstratives, 
distributives  and  quantitative  adjectives. 

Comparison  of  adjectives;  regular  and  irregular.  Inflection 
for  number  in  case  of  the  adjectives  this  and  that.  Parsing  of  ad- 
jectives.    Choice  of  the  proper  adjectives;  pp.  85-102. 

Verbs.  Classes*:  Transitive  and  intransitive.  Intransitive 
verbs  are  of  two  classes :  complete  and  copulative  verbs.  Voice,  a 
modification  of  the  verb  which  indicates  whether  the  subject 


m     ■ 

names  the  doer  or  the  receiver  of  the  action  asserted.  Active 
and  passive  voice.  Mode.  Through  the  form  of  the  verb  we  may- 
indicate  whether  the  relation  between  the  subject  and  its  attri- 
bute is  a  fact,  is  doubtful,  or  contrary  to  fact ;  this  modification 
or  change  in  the  form  of  the  verb  is  called  mode.  The  several 
modes:  Indicative,  subjunctive,  imperative.  Tense.  Another 
change  in  the  form  of  the  verb  to  indicate  the  time  when  an 
action  takes  place.  Changes  in  the  form  of  verbs  to  indicate 
number  and  person.  Verbs  classified  as  regular  and  irregular. 
Auxiliary  verbs  and  their  use.  Infinitives  and  participles.  Cor- 
rect use  of  verbs.  Pp.  103-158.  Infinitive  and  participial 
phrases;  pp.  167-168. 

Adverbs.  Classes  of  adverbs :  Adverbs  of  time,  place,  man- 
ner, degree,  cause  or  consequence,  and  modal  adverbs.  Adverbial 
phrases.  They  are  also  classified  according  to  use  as  simple,  con- 
junctive and  interrogative.  Comparison  of  adverbs.  Parsing 
of  adverbs.  How  to  distinguish  the  adverb  from  the  adjective. 
Pp.  159-167.     Construction  of  adverbs;  pp.  212-213. 

Prepositions ;  pp.  171-173.  Construction  of  prepositions ;  pp. 
213-217. 

Conjunctions.  Classes:  Co-ordinating  and  subordinating. 
Sub-divisions  of  each.  Parsing  of  conjunctions;  pp.  174-179. 
Construction  of  conjunctions;  p.  217. 

Interjections;  p.  180. 

Review  the  parts,  of  speech  as  a  whole  and  then  take  up 
analysis  of  sentences  for  remainder  of  the  year.  Select  material 
for  this  purpose  from  your  reading  books  or  other  texts  in  this 
subject. 

References  for  this  year's  work  are:  "Webster-Cooley,  Two- 
Book  Course  in  Language,  Grammar  and  Composition,  pp.  207- 
314;  Buehler's  A  Modern  English  Grammar,  pp.  111-291;  Gil- 
bert and  Harris,  Guide  Book  to  English  II,  pp.  183-256,  293-356 ; 
Scott-Southworth,  Lessons  in  English,  Book  II,  pp.  78-220. 
Method  books  mentioned  for  sixth  grade. 

COMPOSITIONS. 

See  ' '  Suggestions  for  Intermediate  and  Grammar  Grades. ' ' 

POEMS     TO  %  BE     STUDIED     AND     LEARNED. 

To  Be  studied:  Snowbound,  Whittier;  Pocahontas,  Thack- 
eray ;  Liberty  and  Independence ;  0  Captain !  My  Captain !  Whit- 


64 

man;  Song  of  Marion's  Men,  Bryant;  Vision  of  Sir  Launfal, 
Lowell. 

To  Be  Studied  and  Memorized:  Bugle  Song,  Tennyson;  Se- 
lections From  Vision  of  Sir  Launfal,  The  Building  of  the  Ship 
and  Snowbound.     Other  poems  and  selections  from  literature 

read  in  this  grade. 

y 

PICTURES    FOR    STUDY. 

A  Stampede,  Shepherd  of  the  Pyrenees,  Bonheur;  The  Stag 
at  Bay,  Landseer;  Signing  of  Declaration  of  Independence, 
Trumbull;  Sir  Galahad,  Watts;  Highland  Shepherd's  Home, 
Landseer;  Mater  Dolorosa,  Mignard;  The  Holy  Night,  Corre- 
gio;  The  Recall  of  the  Gleaners,  Breton. 


Spelling. 

Special  Notice. — In  order  to  take  bearings  with  respect  to 
the  work  in  spelling  being  done  by  different  grades  or  classes^ 
all  teachers  of  spelling  should  read  this  entire  syllabus. 

General. — "Word  study  comprises  a  study  of  the  form,  pro- 
nunciation, meaning  and  use  of  words.  Spelling  proper  pertains 
to  the  form  of  words,  the  letters  that  compose  the  words  placed 
in  their  proper  order.  The  spoken  word,  containing  the  sounds  of 
the  letters  of  which  the  word  is  composed,  is  the  foundation  upon 
which  spelling  is  built.  Clear  articulation  and  distinct  enuncia- 
tion, in  order  to  stress  elementary  sounds,  constitute  a  first  prin- 
ciple in  the  teaching  of  spelling.  The  pronunciation  of  a  word 
is  generally  a  key  to  its  spelling.  Elementary  spelling,  particu- 
larly, involves  the  pronunciation  and  form  of  words. 

The  study  of  a  word  that  did  not  previously  exist  in  a  child's 
vocabulary  includes  a  study  of  its  meaning  and  use.  The  study 
of  the  form  of  a  word  that  conveys  no  meaning  to  the  child,  and 
that  may  not  be  brought  into  use  by  him,  is  a  waste  of  time.  The 
definition  of  a  word,  couched  in  terms  that  are  as  unmeaning 
to  the  child  as  the  word  itself,  is  worse  than  no  definition.  The 
best  test  of  a  clear  grasp  of  the  meaning  of  a  word  is  the  ability 
of  the  child  to  use  it,  not  in  one  sentence  alone,  but  in  as  many 
sentences  as  may  be  required  to  show  its  various  relations  to 
other  words.  The  spelling  lesson  must,  therefore,  frequently  as- 
sume the  broader  scope  of  word  study.  The  pronunciation,  mean- 
ing and  use  of  words  are  as  essential  as  their  form,  and  should  be 
taught  in  connection  with  reading  and  language  as  well  as  with 
spelling. 

Let  us  not  forget  that  the  most  important  function  of  the 
spelling  lesson  is  to  teach  the  form  of  the  word.  If  there  is  any 
truth  in  the  accusation  made  against  the  up-to-date  school,  that  it 
turns  out  poor  spellers,  teachers  of  this  subject  must  find  the 
remedy.  The  poor  speller  is  not  necessarily  deficient  in  pronun- 
ciation and  use  of  words.  Ordinarily  we  do  not  detect  the  poor 
speller  from  common  intercourse  with  him.  "We  discover  him 
when  we  read  a  letter  that  he  has  written.  "We  call  a  poor  speller 
one  who  writes  the  form  of  the  word  incorrectly.     If  we  desire 


66 

to  make  better  spellers  of  our  pupils  we  must  use  every  possible 
means  to  impress  upon  their  minds  the  correct  form  of  the 
words.  Exercises  in  the  meaning  and  use  of  words,  important 
as  they  are,  should  not  monopolize  the  time  of  the  spelling  lesson. 
The  study  of  the  form  of  words  assumes  such  importance  as  to 
merit  the  mention  of  a  few  special  points  on  acquiring  and 
memorizing  word-forms: 

1.  Speak  the  word,  slowly  and  distinctly,  giving  to  each 
sound  its  full  and  true  value. 

2.  Study  the  word  by  looking  at  it,  to  acquire  its  visual 
image. 

3.  Spell  the  word  orally  to  make  an  aural  impression. 

4.  Spell  the  word  orally  and  write  the  word  to  make  an  im- 
pression on  the  muscles  of  speech  and  hand. 

5.  Copy  the  correct  form  of  the  word  to  assist  in  acquiring 
its  mental  image. 

6.  Drill,  by  copying,  by  oral  spelling,  or  by  writing  the  word 
from  memory,  and  repeat  the  process  as  often  as  may  be  neces- 
sary to  produce  a  lasting  impression. 

7.  Write  on  the  blackboard  the  correct  form  of  new  words, 
arising  in  other  subjects  than  spelling,  and  drill  on  these  if  time 
permits. 

8.  Lay  stress  on  spelling  in  all  written  exercises,  and  inva- 
riably call  attention  to  the  correct  form  of  misspelled  words. 

9.  List  for  review,  words  frequently  misspelled. 

10.  Teach  accuracy  in  all  school  work  and  the  observation  of 
little  things.  The  product  of  the  school  that  requires  minute  care 
and  precision  in  all  of  its  work  is  likely  to  be  a  good  speller. 

The  words  in  the  spelling-book  will  fall  into  one  of  two 
classes :  those  that  are  pronounced  as  the  sounds  and  order  of  the 
letters  would  imply,  and  those  that  are  not  spelled  as  they  are 
pronounced.  There  are  some,  but  not  many,  of  the  latter  class 
that  form  part  of  a  young  child's  vocabulary.  Spelling  accord- 
ing to  sound  is  therefore  first  introduced.  The  spelling-book  pre- 
sents in  a  systematic  order  the  words  of  the  language  in  most 
general  use,  proceeding  from  the  shortest,  simplest  or  most  com- 
mon words,  to  the  longest,  most  complex  or  most  uncommon. 
Those  words  that  are  not  spelled  as  they  are  pronounced  should 
be  taught  as  sight  words,  and  the  visual  or  muscular  image  of 
.■such  words  should  be  impressed  upon  .the  child's  memory. 


67 


FIRST     YEAR. 

The  spelling  work  of  the  school  must  be  based  on  some  pre- 
liminary work  in  phonics.  This  work  is  to  be  given  in  the  first 
year  in  connection  with  the  reading.  The  sounds  and  signs  of 
the  short  vowels,  and  the  sounds  of  the  consonants,  as  well  as  the 
names  of  the  letters  and  their  symbols,  should  be  familiar  to  the 
pupils  when  they  take  up  formal  spelling  in  the  second  grade. 

The  words  for  the  first  year  should  be  taken  from  the  read- 
ing material. 

SECOND    YEAR. 

Text:   Century  Spelling  Book,  Part  I,  Lessons  1  to  60. 

The  study  and  recitation  of  the  spelling  lesson  should  occupy 
fifteen  minutes  a  day  in  this  grade.  A  brief  exercise  should  be 
given,  consisting  of  not  more  than  ten  words,  once  each  day,  with 
reviews  on  Friday,  or  at  some  convenient  time,  of  the  words  taken 
up  during  the  preceding  days.  In  these  first  lessons,  teach,  re- 
view, and  drill  upon  the  uses  of  the  long  and  short  vowels,  the 
hard  and  soft  sounds  of  c  and  g  with  the  diacritical  marks, 
syllable  and  accent,  silent  letters  and  simple  diphthongs,  the  short 
Italian  and  circumflex  a,  simple  plurals,  distinction  between 
name,  action  and  syllable  words,  and  one  or  two  other  principles. 
Here  are  certainly  enough  principles  to  be  mastered  during  the 
pupil's  first  year  of  formal  spelling.  Follow  the  suggestions 
given  in  the  text.  Drill  on  these  words.  Have  pupils  copy  them 
from  the  spelling-book;  spell  them  from  the  sound;  write  them 
from  dictation;  use  them  in  sentences. 

THIRD     YEAR. 

Text:  Century  Spelling  Book,  Part  I,  Lessons  61  to  175. 

Thirty  minutes  daily  is  now  provided  in  the  course  of  study 
for  the  study  and  recitation  of  spelling.  There  should  be  two 
daily  recitations.  Continue  short  lessons  and  reviews  as  in  the 
second  year.  The  most  frequent  exercise  should  be  in  writing, 
with  oral  spelling  on  review  days.  In  this  year's  work  is  con- 
tinued the  study  of  the  diacritical  marks.  There  should  be  much 
drill  on  these.  Have  pupils  do  the  desk  work  set  down  in  the 
text,  and  drill  them  on  the  phonics  as  given.  Much  practice  is 
here  given  on  silent  letters,  homophones,  word-building,  plurals 
and  abbreviations.  The  spelling  of  some  simple  grammatical 
forms  is  given,  and  a  few  simple  rules  are  laid  down.     Impress 


68 

the  form.  Assign  so  as  to  create  interest  in  and  give  life  to  the 
lesson.  Give  pupils  one  trial;  do  not  permit  guessing.  Hold 
spelling  bees  occasionally.  Give  variety  to  the  lessons  to  avoid 
the  grinding  process.  Teach  all  that  is  in  the  text,  and  more,  and 
let  the  work  be  thorough. 

FOURTH    YEAR. 

Text:   Century  Spelling  Book,  Part  I,  Lessons  176  to  294. 

The  program  for  the  fourth  year  provides  for  two  recitations 
daily,  as  in  the  third  year.  When  the  lessons  contain  many  fa- 
miliar words  more  than  ten  words  may  be  assigned.  In  such 
cases  the  first  daily  lesson  may  be  devoted  to  the  form,  and  the 
second  to  use,  meaning,  pronunciation,  accent  or  distinct  articula- 
tion. Review  the  diacritical  marks  by  marking  the  words  now 
introduced.  Teach  the  use  of  the  dictionary  at  this  time.  Syllab- 
ication should  be  stressed.  As  the  pupils  advance  from  year 
to  year  and  acquire  familiarity  with  sound  and  symbol,  more 
written  work  and  less  oral  work  should  be  given.  Review  the 
difficult  words  taught  in  the  second  and  third  years  to  make  sure 
that  the  pupils  have  mastered  all  the  words  taught  before  a  new 
text  is  taken  up.  Hold  occasional  matches  in  pronunciation  and 
syllabication, 

FIFTH     YEAR. 

Text:  Century  Spelling  Book,  Part  II,  Lessons  295  to  400. 

The  course  of  study  provides  that  fifteen  minutes  daily  be 
devoted  to  formal  spelling.  Home  study  may  now  very  properly 
include  work  in  word  study.  The  use  of  words  in  original  sen- 
tences and  the  use  of  the  dictionary  may  be  assigned  for  home 
work.  Particular  stress  is  laid  on  geographical  terms  and  on 
synonyms,  or  words  of  similar  meaning.  No  more  than  fifteen 
new  words  a  day  should  be  given,  and  on  these  there  should  be 
frequent  reviews.    Require  the  utmost  care  and  thoroughness. 

SIXTH     YEAR. 

Text:   Century  Spelling  Book,  Part  II,  Lessons  401  to  506. 

The  time  to  be  devoted  to  formal  spelling  is  the  same  as  for 
the  fifth  year.  Special  stress  is  laid  upon  prefixes  and  suffixes, 
and  frequent  and  careful  use  of  the  dictionary  is  recommended 
to  determine  and  impress  the  full  value  of  these  affixes.  Unusual 


69 

words  are  more  frequently  given  in  this  grade  and  should  be 
carefully  studied  with  respect  to  their  form,  pronunciation 
and  use. 

SEVENTH    YEAR. 

Text:   Century  Spelling  Book,  Part  II,  complete  the  text. 

With  respect  to  the  time  to  be  given  to  spelling  in  this  year, 
the  suggestions  are  the  same  as  for  the  fifth  and  sixth  years.  The 
longer  and  more  complex  words  of  the  language  are  here  taken 
up  for  study.  Many  of  these  are  derived  from  foreign  languages. 
Other  groups  pertain  to  particular  subjects  and  are  partly  tech- 
nical. Foreign  plurals  and  compounds  are  stressed.  In  this  last 
year  of  formal  spelling  in  the  course,  there  should  be  frequent 
reviews  of  diacritics,  and  a  formulation  and  clear  understanding 
of  all  rules  of  spelling.  Matches  in  spelling  and  pronunciation 
should  be  frequent.  Provide  for  reviews  of  those  words  that 
have  been  most  frequently  misspelled  during  the  course. 


Writing. 

The  purpose  of  this  course  is  to  train  the  child  (1)  to  form 
correct  writing  habits;  (2)  to  write  a  clear,  legible,  smooth, 
strong,  rapid  hand;  (3)  to  develop  habits  of  attention,  obser- 
vation, order,  concentration,  self-reliance  and  memory. 

The  course  is  so  planned  that  the  child  in  each  grade  does 
what  he  is  physically  and  mentally  capable  of  doing.  The  plan 
is  based  on  what  the  child  can  do,  rather  than  on  what  the 
mature  or  trained  writer  can  do.  A  child  forced  to  use  faculties 
or  muscles  not  sufficiently  developed  soon  becomes  fatigued. 
Children  should  do  very  little  writing  the  first  year.  Their  first 
writing  should  be  on  the  blackboard  with  soft  crayon.  This 
should  be  followed  by  large  writing  on  unruled  paper  and  un- 
glazed  paper.  Wax  crayon  should  be  used  for  this  work.  The 
child  should  use  the  whole  arm  for  blackboard  writing  and  for 
the  large  writing  on  paper.  The  writing  is  gradually  reduced  in 
size  as  the  child  advances  in  the  grades.  As  the  writing  be- 
comes smaller  the  child  naturally  touches  the  arm  to  the  desk 
and  readily  acquires  a  free,  smooth  writing  at  a  fair  degree  of 
speed. 

GENERAL   DIRECTIONS. 

1.  All  written  work  put  on  blackboard  by  teacher  should  be 
large,  clear  and  like  the  system  in  use. 

2.  All  written  work  handed  to  the  teacher  should  be  written 
with  pen  and  ink  from  the  third  grade  up. 

3.  Writing  is  not  a  subject  for  busy  work,  as  too  many  bad 
habits  are  formed  when  there  is  no  supervision. 

4.  Accept  only  Avork  that  is  written  as  well  as  pupils  are 
capable  of  writing  it. 

5.  Teach  pupils  to  keep  arm  on  desk,  drawing  paper  up  in- 
stead of  pulling  arm  down  where  no  motion  can  be  obtained. 

6.  Pupils  should  write  in  the  copy  book  and  not  draw  in  a 
slow,  painful  way.  Gradually  increase  speed  from  five  to  ten 
lines  in  ten  minutes.  The  speed  of  all  should  not  be  gauged  by 
the  slowest.  Have  pupils  write  in  the  copy  books  every  writing 
lesson  as  a  means  to  gain  greater  facility  and  skill  in  writing. 


71 

7.  Should  there  be  many  grades  in  one  room,  as  in  the  rural 
schools,  it  is  an  advantage  to  use  in  Grades  II  and  III,  Book  II, 
then  Book  III.  In  Grades  IV,  V,  VI  and  VII,  use  Book  IV 
first,  then  Book  V. 

8.  The  teacher  should  keep  on  the  blackboard  where  they  can 
easily  be  seen  by  the  pupils,  carefully  written  copies  of  the  cap- 
itals and  small  letters  of  the  alphabet. 

9.  Blackboard  erasers  should  be  used  only  to  erase  complete 
work.  They  should  not  be  taken  up  to  erase  parts  of  words. 
Pupils  must  feel  confident  and  do  their  work  right. 

10.  Each  teacher  should  collect  a  sample  of  each  pupil's 
work  when  she  takes  the  class  for  the  first  time.  It  may  be 
well  in  Grades  IV  to  VIII  inclusive,  to  have  pupils  copy  poetry 
from  their  readers,  using  the  same  poem  when  the  teacher  hands 
the  class  on  to  another  teacher.  In  this  way  she  keeps  a  record 
of  what  the  children  accomplish  while  in  her  charge. 

Grade  I. 
Incorrect  writing  habits  are  formed  after  the  child  begins 
school.  He  does  little,  if  any,  writing  before  that  time.  The 
first  school  year  is  exceedingly  important.  Indelible  impres- 
sions are  made.  Habits  become  so  firmly  fixed  that,  should  un- 
doing be  necessary,  the  process  would  be  tedious,  fatiguing  and 
discouraging.  The  tearing-down  and  building-up  would  require 
great  loss  of  time  and  waste  of  energy;  therefore  it  is  imperative 
that  the  plan  of  work  be  constructive.  First  grade  writing  is 
foundation  work.  The  child's  entire  course  in  writing  will  be 
affected  by  the  writing  done  in  the  first  year. 

Step  I.    Five  Months. 

Material :    Blackboard,  eraser  and  soft  chalk. 

Time:  Daily  exercise,  fifteen  minutes. 

Word  development  should  precede  training  in  writing.  The 
child  should  know  the  word,  should  have  seen  the  teacher  write 
the  word,  possibly  in  the  reading  lesson,  before  the  word  is  given 
for  a  writing  lesson.  Begin  with  a  word  rather  than  a  single 
letter. 

The  child's  first  writing  should  be  on  the  blackboard.  He 
should  be  shown  how  to  hold  the  crayon,  how  to  erase  the  board, 
how  to  stand  at  the  board  and  how  to  march  to  and  from  the 
board.     The  teacher  divides  the  board  into  sections  wide  enough 


72 

for  a  word.  She  writes  the  word.  The  children  watch  closely. 
She  erases  the  word,  and  they  quickly  write  the  word.  She 
directs  their  attention  to  the  space  before  and  after  the  word. 
She  writes  the  word  again,  giving  them  opportunity  to  compare 
their  word  with  hers.  The  word  may  finally  be  written  in  col- 
umns, the  children  observing  the  space  between  the  words. 

Step  II.    Two  Months. 

Material:  Unruled  and  unglazed  paper,  wax  crayon  or  soft 
pencil,  blackboard  and  chalk. 

The  children  sheuld  write  across  the  paper,  letting  the  paper 
fall  over  the  front  edge  of  the  desk.  The  paper  should  be 
directly  in  front  of  them.  Observe  correct  position  of  body. 
The  teacher  should  write  the  word  on  the  paper  and  hold  the 
paper  before  the  children,  giving  them  a  better  idea  of  form, 
grouping,  size  of  letters  and  width  of  space  before  and  after  the 
word.  The  children  should  kold  the  crayon  back  from  the  point 
and  write  with  the  whole  arm.  It  is  better  training  to  write  one 
word  for  several  lessons  than  to  write  several  words  in  one 
lesson.  After  the  children  have  acquired  considerable  skill  in 
writing  one  .word  in  the  line,  turn  the  paper  and  write  the  word 
three  or  four  times  in  the  line,  and  three  lines  on  the  sheet, 
observing  the  uniform  space  between  the  lines. 

Step  III.  Two  Months. 

Material:  Blackboard,  chalk,  unruled  paper  and  wax  crayon 
or  soft  pencil. 

The  children  are  new  ready  for  sentence  writing.  The 
teacher  should  write  the  sentence  on  the  board,  then  on  paper. 
The  children  should  see  her  WTite.  They  should  see  the  teacher's 
writing  on  the  paper.  The  teacher  should  encourage  correct 
position  of  the  body,  paper,  crayon.  If  children  are  required  to 
do  any  writing  besides  the  regular  writing  lesson,  such  writing 
should  be  done  on  blackboard  or  unruled  paper.  The  children 
at  the  end  of  the  first  year  should  know  how  to  make  all  small 
letters  and  figures  and  as  many  capitals  as  necessary  for  other 
written  work. 

Grade  II. 

Material:  Blackboard,  chalk,  wide-ruled  paper,  soft  pencil 
and  copy  book. 

First  ten  weeks  of  year,  no  copy  books. 


73 

Second  ten  weeks  of  year,  Book  I.  Follow  with  Book  II 
and  repeat,  if  necessary. 

(See  outline  for  First  Grade.) 

The  writing  should  be  in  accord  with  the  first-year  work. 
Freedom  should  not  be  suppressed  as  the  writing  decreases  in 
size.  Seek  to  gain  power  and  control.  As  the  writing  grows 
smaller  the  forearm  touches  the  desk  and  becomes  the  base  of 
movement.  The  muscles  should  be  brought  into  action  in  drill 
exercises;  the  child  thus  gains  power  to  write.  In  order  to  use 
the  arm  easily,  it  is  essential  to  sit  with  the  body  well  poised. 

Position. — The  body  should  be  erect  and  parallel  to  front  of 
desk.  Both  feet  should  rest  squarely  on  the  floor.  The  arms 
and  hands  should  be  on  the  desk,  the  right  arm  resting  on  front 
edge  of  desk,  on  muscle  just  below  the  elbow  and  parallel  to 
right  edge  of  desk ;  left  arm  on  desk  at  elbow ;  left  hand  holding 
paper  or  book.  Right  hand  should  be  supported  by  the  third  and 
fourth  fingers  curved  under;  the  wrist  nearly  flat  (not  touch- 
ing desk).  Pencil  held  by  thumb  and  second  finger.  The  pen 
points  over  right  shoulder.  The  paper  or  copy  book  should  be 
placed  on  the  desk  so  that  the  right  edge  of  the  paper  or  copy 
book  is  parallel  with  the  right  edge  of  the  desk.  The  paper  or 
book  should  be  moved  forward  or  to  the  left  as  the  writing 
progresses.  Place  paper  or  book  at  the  right  and  well  upon  the 
desk. 

Only  writing  material  should  be  on  the  desk  during  the 
writing  lesson.  Not  more  than  five  minutes  should  be  consumed 
in  getting  ready  for  the  writing  lesson  and  putting  away  ma- 
terial 'at  the  close  of  lesson.  Pupils  should  be  taught  how  to  use 
and  care  for  material. 

The  writing  lesson  may  be  divided  into  three  parts,  as  fol- 
lows : 

Part  One. 

Movement  Drill. — Five  minutes. 

Every  child  in  position.  All  material  ready.  The  children 
may  close  the  right  hand  and  move  the  hand  in  and  out  of  the 
sleeve  in  line  with  the  forearm,  balancing  the  arm  on  the  front 
edge  of  desk.  They  can  make  about  100  movements  in  a  minute. 
Study  closely  the  action  of  the  arm.  Finally  try  the  oval  drill 
(left,  then  right  oval).    When  pupils  can  move  the  arm  easily, 


74 

have  them  place  pencil  in  hand.  Study  posititon  of  pencil  and 
hand.  Children  need  not  touch  pencil  to  paper  for  this  exer- 
cise. 

Part  Two. 

Letter  Drill. — Five  minutes. 

Practice  letter  forms.  Arrange  letters  in  groups  of  five  or 
more  on  a  line.  Have  capital  and  small  letters  together.  Pre- 
serve regular  spaces  between  the  groups  so  that  the  work  shall 
stand  in  perpendicular  columns.  Practice  the  capital  letter 
that  will  appear  in  the  copy  book  writing  for  the  day. 
Part   Three.    Five  Minutes. 

Teacher  should  write  sentence  on  the  blackboard.  The  chil- 
dren study  the  copy  as  it  is  written  on  the  board.  They  write 
a  line  in  copy  book.  They  compare  their  work  with  copy. 
They  continue  writing.  They  are  looking  for  improvement. 
They  write  the  last  line  best. 

At  the  end  of  second  year  the  pupils  should  know  correct  writ- 
ing position.  They  should  write  lesson  work  freely  on  the 
blackboard,  as  well  as  on  paper.  They  should  know  how  to  use 
the  arm  well  when  writing. 

Grade  III. 

Material:  Blackboard,  chalk,  paper,  soft  pencil,  pen,  ink, 
penwiper,  blotter  and  copy  book  III. 

Exact  correct  writing  position.  Children  should  practice  the 
movement  drills  shown  above  the  copy  in  copy  book  (1)  with 
hand  closed,  (2)  with  pen  in  hand,  (3)  with  pen  touching 
paper.  Continue  the  drill  about  six  minutes.  Get  results.  Good 
position,  good  movement  and  clear  strokes  on  the  paper.  The 
children  should  use  pen  and  ink  for  the  writing  lesson.  Study 
letter  forms  and  good  position  of  the  body,  pen,  book  and  hand 
when  writing  in  the  copy  book. 

Grade  IV. 
Study  Outline,  Grade  III. 

Material:  Blackboard,  chalk,  glazed  paper,  pen,  ink,  blotter, 
penwiper  and  copy  book  IV. 

Time  for  getting  ready  for  writing  and  putting  away  mate- 
rial, five  minutes.  Movement  practice  and  copy  book  writing, 
fifteen  minutes. 

Exact  correct  writing  position  during  writing  lesson  for  all 
written  work. 


75 

Practice  on  loose  sheets  of  paper  the  movement  drills  shown 
above  the  copy  in  the  copy  book.  Practice  drills  two  spaces  high, 
then  one  space  high.  Exact  careful  arragement  of  movement 
drills  on  the  paper.  Write  figures  in  groups  at  the  rate  of  sixty 
a  minute.  Put  life,  speed  and  vigor  in  the  copy  book  writing. 
Look  for  improvement  in  letter  forms  as  well  as  in  movement 
and  position. 

Grade  V. 
See  Outline  Grade  TV. 

Use  same  material,  copy  book  V. 

Have  a  five-minute  movement  exercise  at  the  beginning  of 
every  writing  lesson.  Teach  care  and  use  copy  book  All 
pupils  should  be  writing  on  the  same  page,  but  cannot  be  writ- 
ing at  the  same  rate  of  speed.  They  should  see  the  copy,  study 
it  and  make  the  copy  improve  their  writing.  The  strong,  clear 
writing  of  the  children  on  the  blackboard,  their  careful  and 
well-written  lesson  work  tend  to  make  their  improvement  in 
writing  as  shown  in  copy  book  more  apparent. 

Grade  VI. 
See  Outline  for  Grade  V. 
Practice  movement  drills  at  the  beginning  of  every  writing 
lesson.  Move  the  hand  directly  in  and  out  at  the  rate  of  120 
movements  a  minute.  The  ovals  should  be  made  at  the  same 
rate  of  speed.  Write  figures  at  the  rate  of  sixty  a  minute. 
Exact  correct  writing  posture  for  all  written  work.  Every 
pupil  should  be  a  free  arm  movement  writer.  The  writing 
should  be  legible  and  strong. 

Grade  VII. 
See  Outline  for  Grade  VI. 
Take  specimen  of  each  pupil 's  work.  Teacher  should  find  out 
just  what  each  pupil  can  do  when  she  takes  the  class.  In  a 
fifteen-minute  writing  lesson  wonderful  improvement  may  be 
made.  See  that  pupils  have  good  material,  that  the  ink  is  not 
too  thick,  that  they  are  using  good  pens.  Work  for  free,  easy 
writing  in  the  copy  book.  Pupils  should  practice  movement 
seven  minutes,  then  write  in  copy  book  seven  minutes.  Every 
pupil  should  show  strength  in  the  writing.  Observe  legibility  in 
all  written  work.  ''Legibility  is  to  be  sought  rather  than  in- 
volved elegance."    Do  not  allow  speed  to  sacrifice  legibility. 


Arithmetic. 


First    Grade. 
Text:   Nicholson's  New  Primary  Arithmetic. 

1.  Text  is  not  to  be  placed  in  the  hands  of  children. 

2.  Used  by  teacher  as  a  guide. 

3.  Base  lessons  upon  text  to  page  79. 

4.  Work  from  the  concrete  to  the  abstract. 

5.  Combinations  of  numbers  up  to  twenty. 

6.  Liberal  use  of  objects  such  as  splints,  blocks,  yard-sticks, 
pint,  quart,  sand,  and  other  materials  for  measuring  purposes. 

7.  Number  games. 

8.  Counting  not  higher  than  one  hundred. 

Second   Grade. 
Text:  Nicholson's  New  Primary  Arithmetic. 

1.  Text  placed  in  the  hands  of  children. 

2.  Review  work  of  first  grade. 

3.  Text  completed. 

4.  Supplement   text   with   original   problems   furnished   by 
teacher  and  pupils. 

5.  To  the  denominate  numbers  learned  in  the  first  grade 
others  should  be  added. 

6.  Reading  of  time  from  the  clock. 

7.  Attainment  of  accuracy  and  promptness  is  the  test  of 
good  work. 

Third    Grade. 
Text:  Nicholson's  Intermediate  Arithmetic. 

1.  Oral  work  should  predominate  in  first  two  grades. 

2.  In  third  grade  operations  involve  larger  numbers,  so  the 
child  may  be  taught  to  put  his  computations  in  writing  as  w^ell. 

3.  Text  to  page  74. 

4.  Multiplication  and  division  the  leading  subjects. 

5.  Work  of  the  year  does  not  go  beyond  two-figure  multi- 
pliers and  two-figure  divisors. 

6.  Oral  work  in  fractions  from  objects. 

7.  Written  work  in  United  States  money. 

8.  Introduction  of  the  decimal  point. 


77 

Fourth  Grade. 
Text:  Nicholson's  Intermediate  Arithmetic. 

1.  Text  to  page  119. 

2.  Review  the  four  fundamental  operations  extending  mul- 
tiplication and  division  work  to  include  three-figure  multipliers 
and  divisors. 

4.  Oral  work  should  not  be  neglected  in  any  of  the  grades. 
(See  Mental  Arithmetic.) 

5.  More  extensive  w^ork  in  fractions  based  on  work  in  text. 

6.  Fractions  with  three-figure  terms  have  little  value  and  in- 
vite danger. 

Fifth  Grade. 
Text:  Nicholson's  Intermediate  Arithmetic. 

1.  The  text  is  completed  in  this  grade. 

2.  Though  most  of  the  child's  time  is  given  to  higher  phases 
of  the  work,  drills  upon  the  fundamental  operations  with  inte- 
gers must  not  be  neglected. 

3.  Percentage  is  the  new  topic. 

4.  In  presenting  the  subject  have  the  child  see  the  connec- 
tion of  percentage  with  what  he  already  knows,  viz : 

3/5  =  .6  =  60%. 

5.  The  child  should  not  be  allowed  to  write  such  incorrect 
forms  as: 

(1)  12in.  X  12in.  =  144sq.in. 

(2)  48  in. -^  12  in.  =  4  ft. 

Best  form  for  (1)  12  X  12  sq.  in.  =  144  sq.  in. 
Best  form  for  (2)  48  in.  -^  12  in.  =  4,  the  No.  of  ft. 

Sixth   Grade. 
Text:  Nicholson's  Grammar  School  Arithmetic. 

1.  Text  to  page  149. 

2.  Thorough  review  of  fractions. 

3.  Get  clear  definitions  from  child  of  such  figures  as  square, 
rectangle  and  triangle. 

4.  How  to  get  the  formula  should  be  emphasized. 

5.,  Child  should  continue  actual  measurements  in  beginning 
such  topics  as  papering  and  carpeting. 

6.  In  teaching  the  principles  of  percentage  much  mental 
work  should  precede  and  parallel  the  written  work. 


78 


7.  Avoid  having  child  associate  percentage  exclusively  with 
money. 

8.  Supplement  text  in  the  subject  of  percentage. 

Seventh  Grade. 
Text:   Nicholson's  Grammar  School  Arithmetic. 

1.  Thorough  topical  review  of  work  done  in  the  sixth  grade. 

2.  Text  completed  to  page  196. 

3.  Application  of  percentage  in  business  processes  is  the 
leading  topic  of  the  year. 

4.  Work  should  be  made  rational.  For  instance,  in  teaching 
the  subject  of  Bonds  the  class  may  be  formed  into  a  stock  com- 
pany. After  the  first  dividend  has  been  declared  the  problems 
in  the  book  may  be  taken  up. 

5.  Promptness  in  stating  a  problem  and  the  use  of  some  good 
system  of  presenting  its  solution  in  written  form  is  especially 
emphasized  in  this  grade. 


Mental   Arithmetic. 


Text:  Brooks'  Mental  Arithmetic.  To  be  used  alternately 
with  written  arithmetic. 

First    and    Second    Grades. 

Do  not  place  the  text-book  in  the  hands  of  the  pupils  in 
these  grades.  The  work  in  arithmetic  here,  when  the  teachers 
are  properly  educated,  is  best  taught  orally  without  a  text-book 
in  the  hands  of  the  pupils.  A  good  text-book  in  the  hands  of 
the  teacher  will  indicate  to  her  the  character  of  the  instruction 
best  adapted  to  develop  the  idea  of  numbers  in  the  minds  of 
young  children  during  the  first  two  years  of  their  school  life. 

Third   Grade. 

Begin  at  Section  I,  Page  9,  and  extend  to  Section  II,  page 
37.  In  this  section  the  object  is  to  drill  the  pupils  thoroughly 
in  the  "elementary  results"  of  addition  and  subtraction  (usually 
called  the  addition  and  subtraction  tables)  and  in  elementary 
products  and  quotients  (usually  known  as  the  multiplication 
and  division  tables).  These  ''elementary  results,"  as  named, 
should  be  thoroughly  known  at  the  end  of  the  third  year. 
They  are  matters  of  memory,  and  the  early  years  of  nine  and 
ten,  when  the  verbal  memory  is  so  active,  are  the  years  when 


79 

these  results  should  be  fixed  in  the  memory.  The  section  also 
affords  an  opportunity  to  employ  these  '' results"  in  the  solu- 
tion of  problems  that  require  the  first  steps  in  the  comparison 
of  numbers  and  their  relation  in  concrete  examples  such  as  occur 
in  life.  In  classes  not  very  strong,  it  might  be  well  to  omit  some 
of  the  longer  and  more  complicated  problems  the  first  time 
going  over  the  subject,  saving  thera  for  the  review,  in  which  new 
matter  always  adds  interest. 

Fourth  Grade. 
Begin  at  Section  II,  page  37,  and  extend  to  Section  III,  page 
63.  Here  we  have  the  introduction  to  analysis  in  passing  to 
and  from  the  integral  unit,  with  introductory  exercises  in  the 
comparison  of  integral  and  fractional  units.  There  are  also  a 
number  of  carefully  graded  examples  to  exercise  the  ingenuity 
of  the  pupil  and  teach  him  the  power  of  original  thought  with 
numbers.  A  brief  review  of  some  of  the  work  of  the  previous 
grade  may  be  desirable. 

Fifth  Grade. 
Begin  at  Section  III,  page  63,  and  extend  to  Section  IV, 
page  89.  Here  the  pupil  meets  the  analysis  of  examples  involving 
fractions;  exercises  which  are  especially  adapted  to  exhibit  the 
spirit  of  arithmetical  analysis.  The  underlying  principle  of 
arithmetical  analysis  is  the  reasoning  to  and  from  the  unit; 
and  in  fractions  the  two  kinds  of  units,  the  integral  unit  and 
the  fi^actional  unit,  afford  fine  scope  for  this  ''unitary  analysis," 
as  it  has  been  called  in  England.  For  an  illustration  of  this 
thought,  see  the  diagrams  on  page  62  of  the  Normal  Mental 
Arithmetic. 

Sixth  Grade. 
Begin  at  Section  IV,  page  89,  and  extend  to  Section  VI, 
page  119.  Much  of  the  work  in  Denominate  Numbers  will  be  a 
review  of  the  knowledge  already  gained  in  written  arithmetic, 
the  special  object  being  to  familiarize  the  pupils  with  the  method 
of  analysis  applied  to  these  denominate  numbers,  which  is  the 
special  function  of  mental  arithmetic.  Section  V  affords  one 
of  the  finest  examples  of  the  nature  and  power  of  this  analysis 
as  applied  to  ''proportion,"  which  in  the  older  books  was  solved 
by  the  old  so-called  "rule  of  three."     Here  the  principle  of 


80 

arithmetical  analysis  is  clearly  exhibited  as  a  simple  process 
of  reasoning  with  numbers  by  which  the  pupil  acquires  the 
power  to  solve  problems  by  his  own  judgment  independent  of 
rules  of  the  memory  of  processes.  A  brief  review  of  Section 
III  may  be  desirable  in  this  grade. 

Seventh  Grade. 
Begin  at  Section  VI,  page  119,  and  extend  to  the  Supple- 
ment, page  144.  When  the  class  is  not  very  strong  in  arith- 
metic, it  is  advisable  to  take  about  one-half  or  two-thirds  of  the 
exercises  in  each  lesson,  the  first  time  going  over  the  subject, 
reserving  the  exercises  in  the  latter  part  of  each  lesson  for  the 
review.  This  is  the  custom  of  some  of  the  best  teachers  in  our 
schools,  and  seems  to  be  based  on  sound  philosophy.  With 
strong  classes  all  the  exercises  can  be  taken  the  first  time  going 
over;  and  exceptionally  strong  pupils  will  take  special  delight 
in  solving  the  more  difficult  examples.  A  brief  review  of  Sec- 
tion V,  page  102  to  118,  may  be  desirable  when  the  work  of 
the  sixth  grade  has  not  been  entirely  satisfactory. 


Geography 


The  work  in  geography  is  not  only  a  description  of  the 
earth's  surface,  but  it  is  concerned  chiefly  in  the  study,  of  the 
earth  as  the  home  of  man,  and  of  man's  relation  to  his  physical 
environment.  It  should  give  the  child  a  true  appreciation  of 
his  position  in  life  as  related  to  his  surroundings,  and  acquaint 
him  with  the  interdependence  of  mankind.  It  should  also  show 
the  relation  of  plant  and  animal  life,  and,  finally,  lead  the 
child  into  such  knowledge  as  will  enable  him  to  better  his  environ- 
ment. 

Not  only  should  eaeh  lesson  have  a  definite  aim,  but  it  should 
be  a  preparation  for  the  one  to  follow,  and  each  series  of  lessons 
should  tend  toward  the  building  of  some  central  idea. 

''Every  important  geographical  type  should  be  clearly 
grasped  by  the  teacher  in  its  central  idea  and  presented  from 
that  standpoint." 

(See  IMcMurry's  Special  Method  in  Geography.) 

THE    TEXT-BOOK. 

The  text-book  is  intended  only  as  an  outline  and  aid  to  the 
true  study  of  geography.  In  beginning  its  use,  there  is  a  danger 
of  transposing  the  work  from  a  study  of  things  to  a  study  about 
things,  which  will  cause  the  work  to  become  dry  at  this  point. 
Pictures  and  interesting  literature  will  help  avoid  this. 

In  the  beginning  let  the  work  be  only  an  enlargement  upon 
the  child's  knowledge  of  his  immediate  surroundings,  as  gained 
through  the  science  work  of  previous  grades.  Let  him  feel  that 
the  text  is  concerned  with  real  things. 

The  teacher  must  be  the  judge  as  to  the  proper  amount  of 
emphasis  to  be  placed  upon  each  t<)pic,  as  this  will  be  deter- 
mined largely  by  the  ability  of  the  class. 

MAPS.  ; 

Every  map  in  the  text  is  of  value.  In  addition  to  these, 
pupils  should  have  access  to  large  maps  for  use  in  class. 

helps: 

The  helps  at  the  end  of  each  topic  are  merely  suggestive  as 
to  important  points  found  in  the  subject  matter,  and  lose  their 
value  if  used  as  fixed  questions. 


82. 

MEMORY     WORK. 

Pacts  merely  memorized  from  a  text-book  can  scarcely  be 
called  geographical  knowledge,  yet  a  certain  amount  of  memory 
work  in  geography  is  absolutely  necessary.  Let  it  be  such 
knowledge  as  the  pupil  will  have  most  need  of  later. 

Shov^  pupils  how  to  study  text-books. 

FOURTH  GRADE. 

Adopted  Text:   P>ye's  First  Course  in  Geography. 

I.    First  Steps. 

Recall  briefly  the  facts  learned  by  observation  in  third  grade. 
Let  the  plain  and  plateau,  river  and  lake,  be  an  enlargement 
upon  what  the  child  sees  at  home.  Extend  his  knowledge  of 
the  work  of  water,  formation  of  soil,  etc.  Study  shore  forms 
and  elevations  in  a  general  way  to  be  applied  to  particular 
places  l^ter. 

IL    Map-Making. 

The  map  is  meaningless  unless  the  child  keeps  in  mind  the 
scope  which  it  represents.  Begin  with  a  very  small  area  and 
enlarge  step  by.  step. 

IIL    Earth  as  a  Whole. 

The  first  step  in  teaching  the  earth  as  a  whole  should  be  to 
give  the  child  a  conception  of  its  size.  This  cannot  be  emphasized 
too  strongly.  Use  comparative  terms!  pupils  do  not  think  in 
miles. 

IV.  Heat  Effects. 

The  term  equator,  poles,  zones,  etc.,  mean  nothing  to  pupils 
of  this  grade.  Do  not  attempt  to  teach  here  the  causes  of  heat 
distribution,  but  rather  the  effects  produced  by  such  distribution 
upon  plants,  animals  and  man. 

V.  Plants  and  Animals. 

Use  pictures  freely  in  this  work.  Compare  plants  and  ani- 
mals of  the  several  zones  and  continents.  Give  reasons  for  their 
differences.  Note  effects  of  latitude,  elevation,  water,  food  sup- 
ply, etc. 


VI.    Kaces  of  Men. 

Make  a  collection  of  picture^  for  study  by  comparison.  Read 
stories  of  descriptive  selectionsf'  of  each  race.  Compare  home 
life,  dress,  food,  occupation.  Sllow  how  these  are  determined  by 
natural  surroundings.  (Little  Cousin  Series  and  Seven  Little 
Sisters.) 

VIL    North  America. 

(1)  Position;  (2)  outline;  (3)  general  idea  of  size;  (4) 
chief  elevations;  (5)  principal  rivers  and  lakes;  (6)  climate; 
(7)  minerals  and  where  found. 

Make  a  relief  map. 

Compare  plant  and  animal  life  as  varied  by  location,  eleva- 
tion, rainfall,  etc. 

VIII.  United  States  as  a  Whole. 

Position,  size,  elevations,  lakes,  rivers,  climate,  soil,  products, 
natural  advantages,  population,  industries,  trade,  and  history  as 
affected  by  natural  features.  Study  the  location  of  a  few  im- 
portant cities. 

IX.  States  by  Groups. 

(The  series,  6  volumes,  of  geographical  stories  reproduced 
from  St.  Nicholas  and  published  by  the  Century  Company,  may 
be  used  to  advantage  here.) 

Consider  each  group  of  states,  using  same  outline  as  in  study- 
ing of  the  United  States.  Compare  groups,  each  to  the  others. 
Review  reasons  given  for  differences.  Develop  the  idea  of  inter- 
dependence of  states  by  considering  the  material  wants  of  each 
and  how  these  wants  are  supplied.  Emphasize  the  relation  of  the 
farm  and  the  trade  center. 

Read:  Child  and  Nature,  Frye;  Water  Babies,  Kingsley; 
The  Land  We  Live  In,  King;  North  America — Carpenter's  Geo- 
graphic Readers;  Some  Strange  Corners  of  Our  Country, 
Lummis. 

FIFTH    GRADE     (First    Term). 

Adopted  Text:  Frye's  First  Course  in  Geography. 
I.    North  America. 

Study  first  as  a  whole,  enlarging  upon  work  of  fourth  grade. 


84 

II.  Lnited  States  as  a  Whole. 

Give  more  time  to  map  study  in  this  grade.  Mould  in  sand 
for  a  study  of  the  surface.  JV^ake  a  ''product  map."  Study 
the  important  trade  routes,  especially  the  trans-continental  rail- 
roads and  those  centering  in  this  section.     Also,  water  routes. 

Locate  the  regions  where  thf.  following  are  found:  Coal, 
oil,  natural  gas,  wheat,  corn,  rice,  sugar,  tobacco,  etc. 

Locate  the  great  commercial  centers  and  study  carefully 
the  reasons  for  their  location.  (Omit  study  of  states  indi- 
vidually.) 

III.  Alaska  ANb  Hawaii. 

Follow  the  outline  used  in  stuciying  the  groups  of  states 
(see  fourth  grade).  Consider  their  importance  as  possessions 
of  the  United  States.  (Island  Stories,  St.  Nicholas  Series  of 
Geographical  Stories.) 

IV.  Canada,  Mexico,  Central  America  and  West  Indies. 
Study  individually  after  some  general  plan  as  United  States. 
Study  as  divisions  of  the  continent,  each  relative  to  the  others, 

V.  South  America. 

Follow  same  outline  as  in  study  of  North  America. 

Compare  the  two  continents  in  each  topic  studied,  thus  giving 
a  thorough  review  of  North  America. 

Make  a  thorough  study  of  Brazil  and  consider  briefly  the 
other  political  divisions. 

Read:  North  America,  Geographical  Reader,  Carpenter; 
South  America,  Geographical  Reader,  Carpenter ;  Strange  Lands 
Near  Home ;  Our  American  Neighbors. 

FIFTH   GRADE    (Second  Term). 

Adopted  Text:  Frye's  First  Course  in  Geography. 

Make  a  complete  study  of  the  geography  of  Louisiana  and 
the  Mississippi  Valley  as  correlated  with  the  history  work  of  this 
grade. 

Pupils,  after  passing  this  age,  will  have  need  of  a  geograph- 
ical knowledge  of  their  state  every  day.  Locate  places  sug- 
gested by  current  events.  Study  products  of  the  state  by  sec- 
tions. Make  a  tiiorough  map  study.  A  certain  amount  of 
memory  work  must  be  done  here. 


85  \ 


Study  sections  according  to  products  and  industries.  Get 
a  general  idea  of  the  physical  features  of  the  state.  Make  out- 
line maps  and  fill  in.  :^ 

II.    Eastern  Hemisphere.  \ 

1.  The  study  of  the  Eastern  Hemisph'jere  in  this  grade  is  to 
give  pupils  a  general  idea  of  each- continent,  and  not  to  burden 
them  with  unnecessary  memory  work.        \ 

2.  Get  at  least  one  main  fact  about  each  political  division 
studied. 

3.  Aim  to  constantly  bring  out  the  cause-and-effect  idea. 

4.  Study  the  home  life  of  each  people. 

5.  In  the  study  of  each  country  there  should  be  a  constant 
comparison  with  North  America  as  to  mountains,  rivers,  cities, 
climate,  people,  industries,  etc. ;  e.  g.,  the  Volga  and  the  Great 
Plain  of  Russia  compared  wdth  the  Mississippi  Valley. 

6.  Make  constant  use  of  parallel  readings. 

Read:  Carroll's  Around  The  World,  Book  I;  Selections 
from  Carpenter's  Geographical  Readers;  Balliou's  Footprints 
of  Travel;  Under  Sunny  Skies;  The  Story  of  Japan;  Jpur- 
neys  in  the  Orient;  The  Story  of  China. 

SIXTH   GRADE    (First  Term). 

Adopted  Text:  Frye's  Higher  Geography. 
Pupils   in   this    grade    are    ready   to    consider   reasons    for 
things  previously  learned  as  mere  facts. 

1.  Have  a  globe. 

2.  Study  directions  by  locating  places  on  maps. 

3.  Use  pictures  and  descriptive  literature  in  studying  forms 
of  land  and  water. 

4.  Use  every  means  to  impress  the  child  with  the  vastness  of 
the  scope  studied. 

5.  Give  reasons  why  lakes  are  in  one  location  rather  than 
another,  and  why  rivers  choose  certain  courses. 

6.  ..Compare  the  surfaces  of  continents  in  the  study  of  general 
land  forms.    Note  effects  of  elevation. 

7.  Pupils  should  be  given  here,  for  the  first  time,  causes  for 
the  change  of  seasons,  difference  of  zones,  etc.  Do  not  attempt 
too  thorough  a  study  of  winds  and  ocean  currents. 


86 


8.  A  comparison  of ^the  races  of  men  should  be  given  mostly 
through  the  use  of  pictures  and  parallel  readings.  (The  World's 
People,  Keane.) 

9.  Study  separately  the  plant  and  animal  life  of  each  zone. 
Have  class  make  "pio/ture  maps"  as  are  given  in  the  text. 

10.  Emphasize  coiimerce  as  a  result  of  the  difference  of  the 
zones.  < 

11.  Consider  North  America  alone  in  points  suggested  by 
the  varied  climate.  Read:  Selections  from  Carpenter's  Geo- 
graphical Readers;  The  Picturesque  Geographical  Readers, 
King }  A  Reader  of  Physical  Geography,  Dodge ;  The  Stories  of 
the  Great  Lakes. 

^XTH  GRADE  .(Second  Term). 

Adopted  Text:  Fife's  Higher  Geography. 

A  certain  amount  of  memory  work  will  be  necessary  in  this 
grade,  but  pupils  should  remember  facts  not  merely  names. 

1.  Study  North  America  by  the  following  outline,  and  follow 
same  outline  in  studying  other  continents  later : 

STUDY   OP   A    CON'^INENT. 


1.' Position.     Where  located. 

6. 

Climate. 

2.  Boundaries — Oceans,  etc. 

(1)   Influence  of  Latitude, 

Winds, 

3.  Mould  in  sand,  if  possible,  show- 

Mountains. 

ing  elevations  and  depressions. 

(2)    Influence  of  Elevation. 

4.  Draw  outline  map  and  study: 

(3)   Influence  of  Ocean  Currents. 

(1) 

General  form  and  extent. 

7. 

Soil. 

(2) 

Coast. 

8. 

Productions. 

a. 

Projections, 
(a)    Peninsulas. 
(6)   Capes. 

(1)  Agriculture. 

(2)  Mineral. 

(3)  Manufactured. 

b. 

Indentations. 

9. 

Natural  Advantages. 

(a)    Seas. 

10. 

Animals. 

(&)   Gulfs. 

11. 

Population. 

(c)   Bays. 

(1)   Races. 

c. 

Connectives, 

(2)    Occupation. 

, 

(a)   Isthmuses. 

12. 

Political  Divisions. 

(&)   Channels. 

13. 

Cities. 

(c)    Straits. 

14. 

History. 

(3) 

"OfC  the  Coast"— Islands. 

15. 

Topics     for     correlated     language 

(4) 

Relief. 

work  and  composition. 

a. 

Elevations. 

(1)   Natural  curiosities. 

(a)    Mountains. 

(2)    Imaginary  journeys  to 

places 

(b)   Peaks. 

of  interest. 

(c)   Plateaus. 

(3)   Descriptions    of    race, 

dress. 

b. 

Depressions. 

(a)  Sloping  Plains. 

(b)  Great  River  Valleys. 

language,    mode    of 
.etc. 
(4)   Historical  topics. 

living, 

(5) 

Drainage. 

(a)  Lakes. 

(b)  Rivers. 

(5)   Talks    about    animals, 
productions,  etc. 

birds. 

87 

II.    United  States  as  a  Whole, 

1.  Consider  the  natural  divisions  of  various  sections  as  they 
affect  products,  industry,  trade,  etc. 

2.  Study. the  Southern  States  as  a  group  for  the  benefit  of 
pupils  who  may  not  be  in  school  next  term. 

Eead:  Carpenter's  Geographical  ReacJ^r,  North  America; 
Geographical  Readers,  King;  Our  .Own  Country;  A  Trip  Across 
the  Continent;  LaSalle  and  the  Di&-jovery  of  the  Great  "West, 
Parkman. 

.    SEVENTH    GRADE    (First  Term). 

Adopted  Text:   Frye's  Higher  Geography. 
I.    Review  United  States  as  a  Whole. 

1.  Compare  states  by  groups,  following  outline  used  in  pre- 
vious grades. 

2.  Note  differences,  especially  in  climate,  products  and  in- 
dustries. 

3.  Teach  by  types :  Trade  centers.  The  significance  of  posi- 
tion, and  importance  of  area  and  population  as  factors  in  geog- 
raphy. 

4.  Compare  the  material  wants  of  each  section  and  the  home 
supply  of  such  wants.  Base  iipon  this  the  study  of  interchange 
of  products. 

II.  Study  the  states  individually,  comparing  each  with  others 
of  its  groups  and  with  those  of  other  sections. 

III.  The  study  of  any  remote  section  is  valueless  to  the  child 
unless  he  realizes  that  it  is  a  place  in  reality.  Too  often  we  study 
maps  instead  of  the  places  which  maps  represent.  Any  direct 
connection  with  real  people  in  a  real  place  will  avoid  this  danger, 
and  can  best  be  accomplished  by  having  pupils  correspond  with 
those  of  other  sections. 

Write  county  or  city  superintendents  in  several  states  and 
get  the  address  of  a  live  teacher  in  each  sectioia  who  is  willing 
to  co-operate  with  you  in  this  work. 

Make  the  correspondence  strictly  geographical,  and  arrange 
systematically  before  beginning. 

1.  The  interest  aroused  in  this  work  will  be  extended  to  work 
in  the  text,  which  is  often  dry. 

2.  It  affords  a  more  detailed  study  of  the  physical  features  of 
each  section  than  can  be  set  forth  in  text. 


88 

3.  It  affords  a  study  of  the  climate  and  industry  of  each  sec- 
tion as  they  vary. 

4.  The  exchange  of  pictures  and  specimens  of  plants  and  min- 
eral is  of  great  value. 

5.  It  gives  the  child  a  full  appreciation  of  the  advantages  of 
his  home  surroundings. 

6.  It  develops  a  close  observation  by  calling  for  accurate  de- 
scription. 

7.  The  drudgery  of  letter  writing  and  descriptive  work  in 
English  is  made  a  pleasure.     (See  Language.) 

IV.    Alaska,  Hawaiian  Islands  and  Philippine  Islands. 

Follow  same  outline  as  in  studying  groups  of  states. 

y.    Canada,  Central  America,  Mexico  and  West  Indies. 

Compare  with  United  States.  Compare  with  other  countries 
in  forms  of  government. 

VI.    South  America. 

Follow  outline  for  study  of  continents.  • 

Read:  Carpenter's  South  America;  Great  American  Indus- 
tries, two  vols. ;  Hawaii  and  Its  People ;  Island  Stories. 

SEVENTH    GRADE    (Second  Terin^). 

Adopted  Text:   Frye's  Higher  Geography. 
Eastern  Hemisphere. 

I.  Europe. 

Follow  outline  given  for  the  study  of  continents. 

Make  a  thorough  study  (a)  physical,  (b)  political,  of  the  fol- 
lowing: 1,  Great  Britain;  2,  Scandinavia;  3,  Denmark;  4, 
France ;  5,  Belgium ;  6,  Germany ;  7,  Switzerland ;  8,  Holland ;  9, 
Spain  and  Portugal ;  10,  Italy ;  11,  Greece ;  12,  Turkey ;  13,  Rus- 
sia.    Put  emphasis  upon  the  ''Five  Great  Powers." 

Give  extensive  map  readings  and  map  making  in  this  work. 
Class  should  have  a  good  outline  knowledge  of  each  state  before 
studying  it  in  particulars. 

Correlate  with  history  as  far  as  concerned  with  the  work  of 
this  grade. 

II.  Asia. 

1.  Treat  first  as  a  whole;  then  by  political  divisions.  2. 
Study  industries,  customs,  education,  etc.  3.  Continue  map 
making.     4.     Enlarge   upon   collection   of   pictures,    magazine 


89 

articles  or  other  materials.     5.   Point  out  reasons  for  the  varied 
customs  of  the  people. 

III.  Africa. 

Follow  same  general  outline.  Lay  stress  upon  the  study  of 
the  life  and  customs  of  the  people,  government,  industries  and 
commerce. 

IV.  Australia. 

Note  by  comparison  the  peculiarities  of  Australia.  Study  all 
of  Oceanica  in  this  connection. 

V.  General. 

1.  Make  a  general  comparison  of  all  the  continents.  2.  Re- 
view trade  routes  and  commercial  centers  of  the  world.  3.  Make 
written  outlines  to  be  used  in  comparison.  4.  Conclude  with  a 
study  of  international  relations. 

Read:  Carpenter's  Geographical  Readers,  Europe,  Asia, 
Australia;  Hale's  Family  Flight;  Hall's  Our  World  Reader;  To- 
ward the  Rising  Sun ;  Seaside  and  Wayside ;  Great  African 
Travels;  Wild  Life  Under  the  Equator;  The  World  and  Its 
People. 

GEOGRAPHICAL    READERS. 

FOR     LIBRARY. 

The  following  should  be  in  the  library  of  every  school : 

FOURTH     YEAR. 

Chamberlain's  How  We  Travel,  How  We  Are  Clothed,  and 
How  We  Are  Fed,  3  vols. ;  Big  and  Little  Folks  of  Other  Lands, 
Cliild  Life  in  IMany  Lands,  King's  Geographical  Readers,  Car- 
penter's Geographical  Readers,  Our  Little  Cousin, Series,  (princi- 
pal nations  only  should  be  represented),  Footprints  of  Travel; 
Geographical  Stories  Retold  From  St.  Nicholas,  Stories  of  West- 
ern Frontier,  Story  of  the  Great  Lakes,  etc.  (6  vols.)  ;  The  Wide 
World,  Ginn  &  Co. ;  Around  the  World,  first  and  second  books ; 
Youth's  Companion,  Series  Nos.  10  to  17,  inclusive.  Perry  Ma- 
son &  Co.;  Aunt  Martha's  Corner  Cupboard;  Out-of-Door  Stud- 
ies in  Geography,  Public  School  Publishing  Company;  Toward 
the  Rising  Sun,  Little  People  of  the  Snow. 

Reference  books  for  teachers:  McMurry's  Special  Method 
in  Geography,  Science  Primers,  American  Book  Company;  How 


90 

to  Study  Geography,  Parker,  D.  Appleton  &  Co. ;  Suggestions  on 
Teaching  Geography  (McCormick),  Public  School  Publishing 
Company;  First  Book  in  Geology  (Shaler),  D.  C.  Heath  &  Co. 

FIFTH     GRADE. 

Type  Studies  of  North  America,  Carpenter's  Geographical 
Readers,  American  Book  Company;  Carroll's  Around  the 
"World,  Book  II;  Picturesque  Geographical  Readers,  Books 
II,  III,  IV  and  V,  Lee  &  Shepard;  Selections  from  Youth's 
Companion,  Perry  Mason  &  Co.  Railway  Guides  from  the  fol- 
lowing companies:  Southern  Pacific  Company,  Northern  Pa- 
cific Company,  the  Burlington  Route,  Santa  Fe  Railway  Com- 
pany, Denver  &  Rio  Grande,  Colorado  Midland,  the  Union  Pa- 
cific. The  Information  Readers,  4  vols.,  Boston  School  Supply 
Company ;  Our  Country  East,  Perry  Mason  &  Co. ;  Our  Country 
West,  Perry  Mason  &  Co. ;  World  and  Its  People,  Silver  Bur- 
dette  &  Co.;  The  Story  of  Our  Continent  (Shaler),  for  teach- 
ers' use. 

SIXTH     GRADE. 

For  Library:  King's  Geographical  Readers,  6  vols.,  Lee  & 
Shepard;  North  America  (Carpenter),  American  Book  Com- 
pany ;  Our  Amei-ican  Neighbors,  Silver  Burdette  &  Co. ;  Great 
American  Industries,  A.  Flanagan  &  Co. ;  A  Trip  Across  the  Con- 
tinent, Chas.  Scribner's  Sons;  A  Reader  of  Physical  Geography 
(Dodge),  Longmans,-  Green  &  Co.;  Natural  Recources  of 
the  United  States,  Chas.  Scribner's  Sons;  Economic  Geography 
of  the  United  States,  Macmillan  &  Co. ;  Railway  Guides  (same  as 
indicated  in  the  Fifth  Grade)  ;  Commercial  Geography  (Tild- 
son),  Sibley  &  Decker;  Whaling  and  Fishing,  The  Geograph- 
ical Stories,  6  vols.,  Century  Company. 

Reference  books  for  teachers:  The  Stojy  of  Our  Continent 
(Shaler),  Ginn  &  Co.;  The  New  Basis  of  Geography  (Redway), 
The  Teacher's  Manual  of  Geography  (Redway),  D.  C.  Heath  & 
Co. ;  Our  Great  West  (Ralph),  Harper  &  Bro. ;  The  Oregon  Trail 
(Parkman),  Little,  Brown  &  Co.;  Geographic  Influences  in 
American  History  (Brigham),  Ginn  &  Co. 

SEVENTH    GRADE. 

Northern  Europe,  Ginn  &  Co.;  Europe  (Carpenter),  Amer- 
ican Book  Company ;  Under  Sunny  Skies,  Ginn  &  Co. ;  Sketches 


91 

From  Youth's  Companion,  Perry  Mason  &  Co.;  Boy  Travelers, 
3  vols..  Harper  &  Bro. ;  Sea  and  Land  (Shaler),  Madam  How 
and  Lady  Why  (Kingsley),  Macmillan  Company;  Glimpses  of 
Europe,  Perry  Mason  &  Co.;  King's  Geographical  Readers,  Sixth 
Book;  Footprints  of  Travel  (Baillou),  Ginn  &■  Co.;  A  Geograph- 
ical Reader,  Sibley  &  Decker;  Stoddard's  Lectures,  9  vols.;  Story 
of  a  Grain  of  "Wheat,  D.  Appleton  &  Co. 

Reference  books  for  teachers:  Comparative  Geography, 
American  Book  Company ;  The  Earth  and  Its  Inhabitants,  D.  Ap- 
pleton &  Co. ;  A  Satchel  Guide  to  Europe,  Houghton,  Mifflin  & 
Co. ;  Man  and  His  Markets,  Macmillan  Company ;  Golden  Gates 
of  Trade,  George  Phillips  &  Son ;  Our  Cycling  Tour  in  England, 
A.  C.  McClurg;  Van  Bergen's  Story  of  Japan,  Ai^aerican  Book 
Company;  Story  of  China,  American  Book  Company;  Element- 
ary Lessons  in  Physical  Geography,  Macmillan  Company. 


Louisiana    History 


FIFTH     YEAR. 

Texts:  King  and  Ficklen's  Stories  of  Louisiana  History,  first 
term;  and  Magruder's  History  of  Louisiana,  second  term. 
The  chief  aims  in  the  course  of  history  are: 

1.  In  the  elementary  school  to  equip  the  mind  with  a  lim- 
ited number  of  facts  out  of  which  it  can  construct  pictures  of 
events  that  have  taken  place  in  our  country's  life. 

2.  To  strengthen,  stimulate  and  develop  the  imagination. 

3.  To  create  an  interest  in  historic  persons. 

4.  To  establish  a  habit  of  judging  men's  motives,  thoughts 
and  feelings  through  their  actions. 

5.  To  lead  the  child  to  realize,  through  the  presentation  of 
the  simple  followed  by  types  of  increasing  complexity,  that  our 
institutions  have  grown  slowly  to  the  present  form  and  are  still 
growing. 

6.  To  lay  a  basis  for  an  understanding  of  the  largeness  of 
humanity. 

In  the  course  in  History  of  Louisiana  the  general  aims  must 
be  kept  in  mind,  and  in  addition : 

1.  To  equip  the  pupil  with  a  limited  number  of  facts  con- 
cerning local  institutions. 

2.  To  interest  him  in  the  great  men  and  women  of  his  own 
state. 

3.  To  make  real  to  him  the  evolution  of  colony  into  state 
with  the  accompanying  industrial  and  social  growth. 

In  the  grades  below  the  Fifth,  the  children  have  observed  his- 
torical birthdays,  become  familiar  with  Indian  life,  read  stories 
of  the  lives  of  children  of  long  ago,  and  studied  in  detail  the 
biography  of  famous  men  and  women. 

They  have  not  had  connected  chronologic  history  and  the  time 
sense  is  yet  weak,  but  in  this  grade  some  interpretative  work  may 
be  done. 

In  geography,  the  children  have  had  Home  Geography  and 
Geography  of  the  United  States;  they  are  familiar  with  the  use 
of  maps  and  probably  the  globe.  The  where  develops  earlier 
than  the  ivhen,  so  they  are  better  prepared  for  the  geographical 
phase  of  the  history  than  the  chronological,  and  it  is  of  vital  im- 
portance that  this  element  should  never  be  neglected!' 


93 

To  get  the  best  results  from  the  texts  adopted,  the  l\Iagruder 
History  and  the  King-Ficklen  Stories  of  Louisiana,  they  should 
be  used  as  supplements.  The  stories  are  particularly  helpful  in 
the  earlier  periods,  as  they  amplify  the  text  and  give  dramatic 
details. 

The  first  half  of  the  year  may  be  gi-7en  to  the  study  of  Louisi- 
ana as  a  French  colony  up  to  the  cession  to  Spain  in  1763. 

In  the  presentation  of  a  few  introductory  lessons,  the  teacher 
must  be  guided  by  the  former  teaching  the  class  has  had  in 
the  subject  of  history.  If  the  subject  has  been  made  real  to 
the  children,  perhaps  the  beginning  chapters  of  the  text  may 
be  used,  taking  care  not  to  assume  that  they  know  the  geography 
of  Europe  and  the  political  relations  of  those  countries  to  our 
own. 

In  many  instances  a  few  lessons  on  local  history  will  vital- 
ize the  subject  matter.  For  example,  in  Natchitoches,  a  visit  to 
the  American  Cemetery  where — so  tradition  says — an  old  cross 
marks  the  grave  of  an  Indian  Princess  burjed  in  1797 ;  and  where 
St.  Denis'  fort,  St.  John  the  Baptist,  still  stands;  a  trip  to  the 
courthouse  to  see  the  records  preserved  there  of  the  personal  be- 
longings of  St.  Denis;  the  number  of  embroidered  waistcoats, 
small  clothes,  etc.,  belonging  to  his  estate;  a  talk  with  some  old 
resident  of  the  ''good  old  times"  in  Natchitoches  and  a  visit  to 
the  hundred-year-old  house  across  the  river — these  would  give 
the  class  a  feeling  of  the  reality  of  the  story  they  are  about 
to  study. 

In  every  community  some  work  of  this  kind  may  be  done. 

Look  up  the  oldest  house  in  the  vicinity — some  plantation 
home  perhaps;  when  built;  by  whom;  who  lived  there;  relatives 
in  school  of  people  who  built  the  home. 

Industries,  old  factories,  old  stores. 

Inhabitants;  any  people  who  have  lived  in  the  community 
who  took  part  in  the  War  of  American  Independence;  War  of 
1812;  Mexican  War;  Civil  War. 

Relics. 

Inscriptions  in  cemeteries. 

Both  texts,  after  brief  introductory  chapters,  begin  with  the 
stories  of  DeSoto  and  La  Salle.  These  two  make  a  fine  type- 
lesson  on  the  exploration  period.     DeSoto 's  travels  present  an 


94 

opportunity  to  give  a  complete  picture  of  the  physical  condi- 
tions, the  hardships  encountered  because  of  them,  the  relation  of 
the  Indians  to  the  exploring  parties  and  the  purpose  of  one  type 
of  explorer. 

Have  map  of  gulf  states;  put  in  DeSoto's  route;  ask  why  he 
stopped  at  certain  places;  get  details  of  his  difficulties  in  pro- 
viding food ;  develop  his  manner  of  managing  his  men ;  bring  out 
character  of  DeSoto  from  his  struggles,  failures  and  his  death. 

LaSalle's  story  repeats  in  a  larger  way  the  same  elements 
and  in  addition  presents  a  different  type  of  explorer.  It  will  be 
worth  while  to  dwell  on  the  canoe  voyage  of  Marquette  and 
Joliet ;  building  of  the  Griffon ;  voyage  to  Lake  Michigan ;  loss  of 
the  Griffon;  journey  to  Fort  Frontenac;  down  the  Mississippi; 
claiming  the  land  for  France;  mistake  in  landing  at  the  Missis- 
sippi; journey  north;  death;  difficulties  of  travel  by  water  com- 
pared with  DeSoto's  by  land;  characters  of  the  two  men.  Use 
maps  to  trace  the  journey  from  Fort  Frontenac  to  Gulf  of 
Mexico. 

The  next  two  characters,  Iberville  and  Bienville,  also  permit 
the  type  unit.  Iberville's  efforts  may  be  used  as  an  introduction 
to  Bienville,  and  Bienville's  life  of  forty-five  years  in  Louisiana 
taken  as  the  thread  of  the  whole  to  the  Seven  Years  War.  The 
story  is  most  dramatic  and  takes  in  every  phase  of  the  develop- 
ment of  the  colony — note  physical  hardships,  tact  in  the  treat- 
ment of  the  Indians,  effort  to  form  permanent  colonies,  visits  to 
Red  River  country,  disappointments  as  head  of  the  colony,  in- 
gratitude of  the  home  government,  wisdom  of  the  selection  Of 
the  site  of  New  Orleans,  subjugation  of  the  Natchez,  and  final 
recall;  continuity  will  not  be  broken  in  the  digressions  neces- 
sary to  get  the  stories  of  St.  Denis,  Crozat,  John  Law,  Mississippi 
Bubble,  etc.     These  incidents  lend  themselves  to  the  study. 

The  political  significance  of  the  Charter,  John  Law  and  the 
Mississippi  Bubble  is  beyond  the  children  of  this  grade. 

At  this  point  a  brief  retrospect  emphasizing  the  industrial 
and  social  evolution,  together  with  the  conditions  preceding  the 
Seven  Years'  War,  will  afford  material  for  two  lessons  unifying 
in  scope  and  purpose.  These  retrospective  lessons  are  very  im- 
portant." 

The  incident  to  be  stressed  in  the  Seven  Years'  War  is  the 
cession.     Again  the  political  significance  will  not  appeal  to  the 


95 

children,  so  the  dramatic  element  in  the  story  should  be  dwelt 
on  and  maps  used  to  give  as  nearly  as  may  be  some  idea  of  the 
extent  of  the  possession.  This  is  a  difficult  topic  and  must  be 
treated  to  meet  the  needs  of  the  class. 

In  the  period  of  Spanish  domination,  the  term  "Creole'* 
should  be  made  clear,  and  the  patriotism  of  the  French  inhabi- 
tants of  Louisiana  dwelt  on.  0  'Reilly  and  the  patriots ;  increase 
in  trade  during  War  of  American  Independence;  General  "Wil- 
kinson; Treaty  of  ^ladrid;  and  the  Acadians  are  the  principal, 
topics  to  be  developed. 

The  transfer  of  Louisiana  to  the  United  States  may  be  made 
intelligible  to  the  children  of  this  grade  if  the  ^ramatic  features 
of  the  story  are  skillfully  used.  The  teacher  should  read  Ga- 
yarre's  chapter  on  this.  The  acting  out  of  the  ceremony  of  trans- 
fer with  the  three  flags,  having  the  details  recited  at  the  same 
time,  will  make  a  lasting  impression. 

The  boundaries  of  the  purchase,  also  the  division,  are  impor- 
tant and  should  be  taught  with  maps.  Attention  should  be 
called  to  the  fact  that  the  purchase  lies  on  the  west  side  of  the 
river  with  the  exception  of  New  Orleans. 

A  lesson  at  this  point  in  the  story  on  New  Orleans  recalling 
interesting  incidents,  its  growth,  the  extent  of  the  flatboat  trade 
and  its  result,  plantation  life  around  the  city  and  sugar  making 
will  be  well  worth  the  time  and  effort. 

Aaron  Burr,  not  politically,  but  to  give  the  feeling  of  the 
"Great  West"  toward  the  United  States,  the  relation  of  that 
portion  of  the  country  to  Louisiana,  and  the  industrial  develop- 
ment of  the  same  region  will  make  an  interesting  lesson. 

The  pdmission  to  statehood  Avill  not  mean  much  and  need 
not  be  stressec^. 

Jackson  and  the  Lafittes  make  the  War  of  1812  concrete. 
Teach  the  battle  of  New  Orleans  with  a  map  and  a  patriotic 
poem  or  prose  selection.  Dwell  on  the  patriotism  of  the  soldiers 
from  other  states. 

The  welcome  given  Jackson  in  New  Orleans  and  the  cere- 
monies incident  to  his  return  to  the  city,  postcard  pictures  of 
the  statue  in  Jackson  Square,  New  Orleans,  help  to  make  this 
real.  The  treaty  at  the  close  of  the  war,  Jackson's  trial  and 
subsequent  reparation  should  be  given. 


96 

From  this  on  the  Magruder  text  may  be  followed,  taking 
care  to  remember  that  the  names  of  Governors  and  questions  of 
political  nature  may  be  omitted. 

One  or  two  retrospective  lessons  given  to  the  discussion  of 
the  social  and  industrial  advancement  of  the  state  and  a  con- 
stant use  of  present  conditions  in  comparison  with  the  topics 
in  the  book  will  give  unity  to  the  whole. 

Interest  the  children  in  making  a  collection  of  pictures  of 
places  of  historic  interest,  great  men  and  women,  and  famous 
buildings.  Cultivate  in  them  a  spirit  of  judicial  fairness  and  let 
history  teach  its  own  lessons. 

^  .AMERICAN    HISTORY. 

GENERAL    SUGGESTIONS. 

The  Course  of  Study  prescribes  The  Beginners'  History  of 
Our  Country,  by  H.  F.  Estill,  for  use  in  the  fourth  year,  and  for 
The  Essential  Facts  of  American  History,  by  L.  B.  Evans,  for 
use  in  the  sixth  and  seventh  years. 

The  syllabus  hereby  given  divides  the  text  books  into  a 
course  of  study  by  months.  The  teacher  is  advised  to  further 
sub-divide  the  required  portions  into  weekly  and  even  daily  divi- 
sions, so  that  by  foresight  the  burden  of  study  may  be  evenly  dis- 
tributed. The  teacher  should  look  carefully  into  his  ow^n  prepa- 
ration for  teaching  the  lesson,  and  be  ready  with  illustration,  and 
supplementary  matter,,  to  make  the  text  interesting  and  the  les- 
son profitable. 

In  order  to  prepare  the  class  for  the  recitation,  the  teacher 
should  relate  in  detail  the  subject  of  the  topic  before  them  for 
study  and  the  aim  of  the  lesson.  By  story,  illustration,  drawing 
and  picture  the  topic  can  be  made  very  lively  and  the  pupils 
fully  aroused  to  the  anticipated  narrative  detailed  in  the  text. 

The  material  furnished  by  the  text  should  be  supplemented 
by  stories  and  descriptions,  related  by  the  teacher  in  order  to 
arouse  a  lively  interest  on  the  part  of  the  pupils.  For  that  pur- 
pose a  number  of  supplementary  history  stories  should  be  at 
hand.  The  list  of  books  given  in  The  Essential  Facts  of  Ameri- 
can History  will  be  suitable  for  all  grades,  are  inexpensive  and 
may  be  procured  by  the  teacher  a  few  at  a  time,  or,  better  still, 
should  be  purchased  for  the  school  library.     No  teacher  should 


97 

undertake  the  teaching  of  history  without  an  abudnance  of  col- 
lateral texts. 

Next  in  order  may  come  the  reading  of  the  lesson  to  or  by 
the  class  previous  to  recitation.  This  gives  a  view  of  the  situa- 
tion and  affords  the  teacher  an  opportunity  to  explain  the  mean- 
ing of  obscure  words  or  references,  and  to  bring  to  bear  the 
proper  emphasis  of  the  subjects  under  dissussion.  The  text 
should  be  commented  upon  freely  by  teachers  and  pupils,  and 
directions  given  for  a  more  detailed  study. 

The  recitation  may  then  be  approached  with  clearer  minds. 
The  questions  should  be  broad  and  leading,  giving  the  pupil 
ample  scopv5  for  lengthy  descriptions  and  discussions.  The  lesson 
should  be  illuminated  by  drawings  on  the  blackboard,  in  order 
to  bring  the  eye  into  service  of  the  ears,  by  pictures  from  all 
sources  and  by  relics  wherever  they  may  be  found.  A  pupil  likes 
to  talk  about  a  picture,  and  the  whole  story  of  the  lesson  may 
be  grouped  around  an  illustration. 

The  dramatic  element  should  not  be  neglected.  The  charac- 
ters become  very  personal  when  assumed  by  the  children,  and 
each  plays  his  part  and  describes  his  doings.  The  novelty  of 
having  pupils  represent  the  characters  of  a  week^s  study,  and 
each  to  tell  his  own  story,  is  impressive  as  well  as  diverting.  If 
to  this  the  teacher  at  times  will  allow  costumes  and  will  cast 
the  whole  story  into  simple  dramatic  form,  the  children  will  be 
made  to  live,  in  thought,  the  history  they  have  studied.  A  con- 
versation among  all  the  early  explorers,  each  boasting  of  what 
he  did  and  saw,  the  pupils  assuming  the  parts,  is  of  greater  in- 
terest than  a  mere  review.  The  literary  element  relates  the  his- 
tory to  language  and  literature.  The  teacher  can  well  afford  to 
read  the  great  poems  to  the  children  after  the  subject  has  been 
studied  by  the  class.  ** Columbus,"  by  Miller,  and  *'The  Land- 
ing of  the  Pilgrims,"  by  Mrs.  Hemans,  will  be  fully  appreciated 
by  the  class  after  the  story  has  been  mastered. 

In  like  manner  the  original  work  of  the  pupils  by  way  of 
summaries,  opinions,  descriptions  and  reproductions  and  the  like, 
will  relate  the  history  to  the  child's  power  of  expression  and 
make  his  knowledge  more  definite.  The  application  of  the  lessons 
of  history  to  the  normal  life  of  the  pupils  should  be  carefully  con- 
sidered, and  as  occasions  offer  all  the  inspiration  and  moral  up- 
building of  which  the  topic  is  capable  should  be  used  by  the 


98 

teacher.  History  is  not  taught  merely  for  this  fact,  but  also 
for  its  personal  lessons,  and  the  establishment  of  right  methods 
of  thought  and  a  full  appreciation  of  the  duties  of  citizenship. 
In  a  word,  the  teacher  is  urged  to  consider  the  text  merely  as  a 
medium  through  which  the  pupil  is  to  see  into  the  past,  and  by 
means  of  which  the  men  and  women  who  have  made  history  may 
become  very  personal  and  be  brought  very  close  to  the  thought 
of  the  young  mind. 

Note. — The  teacher  is  advised  to  procure  and  read  some  or  all 
of  the  teachers'  books  suggested  in  the  list  of  books  on  page  6  of 
The  Essential  Facts  of  American  History. 

OUTLINE  FOR  FOURTH  YEAR. 

Text:  The  Beginner's  History  of  Our  Country,  by  Harry  F. 
Estill. 

First  Month,  pages  1-43.  The  story  of  Columbus ;  the  explo- 
rations of  the  Cabots;  the  naming  of  America;  the  explorations 
of  Ponce  de  Leon,  DeSoto,  Magellan;  the  story  of  Sir  Walter 
Raleigh ;  the  Settlement  of  Jamestown ;  the  adventures  of  Captain 
John  Smith. 

Discussions  of  the  Indians,  aided  by  Indian  stories  and  pic- 
tures, and  a  display  of  any  Indian  relics.  Add  oral  stories  of 
the  Norsemen  in  Labrador.  Make  definite  the  belief  of  Columbus 
in  the  earth's  roundness.  Dramatize  the  story  of  each  explorer 
mentioned  in  the  text.  Devote  one  week  to  the  study  of  Captain 
John  Smith.    Make  each  study  as  dramatic  as  possible. 

References:  American  Indians  (Starr) ;  The  Making  of  Vir- 
ginia and  the  Middle  Colonies  (Drake)  ;  Makers  of  American 
History  (Chandler  and  Chitwood). 

Second  Month,  pages  44-80.  Affairs  in  Virginia;  the  found- 
ing of  Maryland;  the  founding  of  the  Carolinas;  the  settlement 
of  Georgia;  the  story  of  the  Pilgrims;  adventures  of  Captain 
Standish;  the  Massachusetts  colonies ;  the  settlement  of  Rhode 
Island;  King  Philip's  w^ar. 

Emphasize  the  need  of  labor  in  a  new  country  and  the  results 
of  idleness.  Dwell  upon  the  story  of  Pocahontas  and  all  the  inci- 
dents connected  with  her  life.  Emphasize  the  character  of  Lord 
Baltimore  and  of  Oglethorpe.  Dramatize  the  scene  between 
Oglethorpe  and  Tomochichi.  Dramatize  the  incidents  in  the  life 
of  Captain  Standish. 


99 

References:  Makers  of  American  History  (Chandler  and 
Chit  wood)  ;  The  Making  of  New  England  (Drake). 

Third  Month,  pages  81-115.  The  story  of  William  Penn;  the 
settlement  of  Delaware  and  the  Jerseys ;  the  story  of  Henry  Hud- 
son; the  exploration  of  Cartier;  the  adventures  of  Champlain; 
the  voyage  of  LaSalle ;  the  story  of  the  Louisiana  Territory. 

Explain  the  Quaker  character,  illustrated  by  drawings,  pic- 
tures and  incidents.  Dramatize  the  incident  of  Penn's  treaty 
with  the  Indians.  Discuss  the  city  of  Philadelphia  and  illustrate 
by  pictures. 

Explain  the  Dutch  character  and  habits.  Tell  the  story  of 
Henry  Hudson's  voyage.  Discuss  the  city  of  New  York.  Illus- 
trate by  pictures,  postcards,  etc. 

Discuss  the  adventures  of  Cartier  and  Champlain.  Explain 
who  were  the  French  and  why  they  came  to  America.  Discuss 
the  city  of  Quebec  and  illustrate  by  pictures,  descriptions,  etc. 

Use  map  to  follow  LaSalle  in  his  voyage.  Describe  voyage 
and  dramatize  the  story  as  far  as  possible.  Explain  importance 
of  his  work.  Discuss  the  adventures  of  Iberville  and  the  found- 
ing of  towns  in  Louisiana.  Discuss  New  Orleans,  and  illustrate 
as  before.  This  month's  work  centers  around  the  above  men- 
tioned four  cities  and  should  be  so  regarded. 

References:  The  Makers  of  American  History  (Chandler  and 
Chitwood). 

Fourth  Month,  pages  116-151.  A  general  view  of  the  col- 
onies; life  in  New  England;  life  in  the  South;  the  story  of 
George  Washington's  journey;  Braddock's  defeat;  the  fall  of 
Quebec. 

Illustrate  the  early  settlements  by  maps  and  drawings,  and 
review  orally  by  diagram  the  settlement  of  each.  Discuss  the 
story  of  the  New  England  boy,  and  have  each  part  recited  in 
detail.  Illustrate  by  old  time  pictures  and  original  sketches  by 
the  pupils. 

Discuss  the  story  of  the  Southern  boy  and  have  each  part 
of  his  experience  related  as  above.  Fewer  illustrations  will  be 
needed,  since  the  scenes  are  more  familiar.  Compare  and  con- 
trast the  lives  of  the  two  boys.  Dramatize  the  parts  by  dividing 
the  pupils  into  two  sections  for  mutual  comparisons. 

Introduce  stories  of  the  boyhood  of  Washington.  Discuss  the 
character  of  the  young  Washington.     Describe  his  journey  to 


100 

the  French,  and  the  defeat  of  Braddock.  Discuss  the  fall  of 
Quebec  and  its  consequences. 

References:  Colonial  Children  (Hart)  ;  When  America  Was 
New  (Jenks). 

Fifth  Month,  pages  152-189.  The  cause  of  the  revolution; 
the  war  in  Massachusetts ;  the  war  in  the  South ;  Declaration  of 
Independence;  Washington's  exploits;  Greene  in  the  South;  the 
surrender  of  Cornwallis;  the  story  of  Benjamin  Franklin;  the 
story  of  Daniel  Boone;  the  story  of  George  Rogers  Clark;  the 
story  of  John  Sevier. 

Define  clearly  the  grievances  of  the  colonies  against  England 
and  make  a  list  of  them.  Dramatize  the  Boston  tea  party.  Tell 
the  story  of  Paul  Revere  in  detail.  Illustrate,  by  drawing,  the 
battle  of  Bunker  Hill. 

Discuss  the  meaning  of  the  Declaration  of  Independence. 
Make  definite  the  victory  at  Trenton  and  the  hardships  at  Valley 
Forge.  Describe  the  part  that  the  Southern  colonies  played  in 
the  war.  Introduce  the  story  of  Benedict  Arnold's  treason;  the 
adventures  of  Israel  Putnam,  and  other  Revolutionary  char- 
acters. 

Study  the  character  of  Benjamin  Franklin  and  make  a  list 
of  his  sayings.  Discuss  the  pioneer  life  of  Daniel  Boone.  Dis- 
cuss the  adventures  of  George  Rogers  Clark;  tell  the  story  of 
John  Sevier. 

References:  Stories  of  American  History  (Dodge)  ;  Noble 
Deeds  of  Our  Fathers  (Watson)  ;  Camps  and  Firesides  of  the 
Revolution  (Hart)  ;  Conquest  of  the  Old  Northwest  (Baldwin). 

Sixth  Monthy  pages  190-228.  The  Constitution  of  the  United 
States;  the  cotton  gin;  the  story  of  Thomas  Jefferson;  the  pur- 
chase of  Louisiana ;  the  explorations  of  Lewis  and  Clark ;  the  war 
with  Tripoli;  the  story  of  Andrew  Jackson;  the  War  of  1812; 
the  steamboat,  the  railroad,  the  telegraph. 

Discuss  the  meaning  of  the  Constitution.  Discuss  and  illus- 
trate Washington  City  as  the  seat  of  government.  Discuss  the 
cotton  gin,  and  show  the  principle  of  its  operation. 

Tell  the  story  of  Thomas  Jefferson's  early  life.  Illustrate  by 
description  and  pictures.  Impress  Jefferson's  political  idea  of 
the  sovereignty  of  the , States.  Illustrate  by  maps  the  Louisiana 
Purchase,  and  by  impersonations  the  explorations  of  Lewis  and 
Clark. 


101 

Tell  the  story  of  Andrew  Jackson's  early  life.  Emphasize 
the  battle  of  New  Orleans.  Discuss  the  steamboat,  and  illustrate 
by  pictures  of  modern  boats.  Discuss  the  railroad  and  illustrate 
in  same  w^ay.  Discuss  the  telegraph  and  illustrate  by  stories  and 
descriptions. 

References:  The  Making  of  the  Great  West  (Drake)  ;  Chil- 
dren's Stories  of  American  Progress.  (Wright)  ;  Makers  of  Amer- 
ican History  (Chandler  and  Chitwood). 

Seventh  Month,  pages  229-266.  The  early  life  of  Calhoun, 
Clay,  Webster;  the  Missouri  compromise;  the  Monroe  Doctrine; 
the  great  debate ;  the  story  of  Sam  Houston ;  the  revolt  of  Texas ; 
gold  in  the  West;  the  story  of  Abraham  Lincoln;  the  story  of 
Jefferson  Davis;  the  formation  of  the  Confederate  States. 

Illustrate  and  impersonate  the  three  great  statesmen  as  boys, 
supplementing  the  text  by  abundant  illustration.  Explain  the 
rise  and  progress  of  slavery  and  the  causes  of  dispute  between 
the  great  sections.  Emphasize  and  illustrate  by  map  the  Mis- 
souri compromise.    List  the  arguments  in  the  great  debate. 

Explain  the  significance  and  effect  of  the  Western  acquisition 
and  the  discovery  of  gold  upon  the  future  history  of  the  country. 

Illustrate  and  emphasize  the  difference  in  political  views  of 
Lincoln  and  Davis. 

References:  Makers  of  American  History  (Chandler  and 
Chitwood)  ;  any  child's  book  on  Lincoln  and  Davis. 

Eighth  Month,  pages  267-292.  The  beginning  of  the  war ;  the 
war  in  the  West ;  Lee  and  Grant ;  the  surrender ;  after  the  war ; 
the  War  Avith  Spain. 

Emphasize  the  reasons  that  led  up  to  the  secession  of  the 
South.  Illustrate  all  battle  facts  by  reference  to  maps.  Intro- 
duce abundant  illustration  of  stories  and  incidents.  Dwell  upon 
the  characters  of  Lee,  Grant  and  other  great  leaders. 

Describe  by  story  and  incident  the  distress  occasioned  by 
war,  and  by  the  meaning  of  the  peace  movement  of  the  world. 
Illustrate  the  progress  of  all  sections  since  the  war.  Dwell  upon 
the  national  spirit  following  the  War  with  Spain. 

References:  Romance  of  the  Civil  War  (Hart), 

Additional  references  for  this  grade:  Four  Great  American 
Series  (American  Book  Company)  ;  Pioneer  History  Stories,  by 
McMurry  (the  Macmillan  Company)  ;  Source  Book  of  American 
History,  by  Hart  (the  Macmillan  Company). 


102 

For  Fifth  Year  See  Outline  Louisiana  History, 
outline  for  sixth  year. 

Text :  The  Essential  Facts  of  American  History,  by  Lawton 
B.  Evans. 

Note. — The  teacher  will  find  that  in  this  text  each  lesson  is  a 
topic,  or  unit  of  value,  and  represents  a  definite  emphasis  in  his- 
tory. Progress  at  the  rate  of  two  chapters  a  week  will  com- 
plete the  course,  but  each  chapter  is  worth  two  days'  study.  The 
first  day  should  be  devoted  to  preparation,  stimulation,  recitation, 
etc.  The  remaining  days  of  the  week  could  profitably  be  used  in 
the  literary  and  dramatic  side  of  the  subject.  The  general  sug- 
gestions previously  given  apply  fully  to  the  work  of  the  Sixth 
and  Seventh  Grades. 

First  Month,  Lessons  1-8.  Four  hundred  years  ago ;  the  com- 
ing of  the  Norsemen ;  the  story  of  Columbus ;  the  voyage  of  Co- 
lumbus; finding  and  naming  the  continent;  finding  the  Pacific; 
the  Indians ;  more  about  the  Indians. 

Discuss  the  customs,  habits  and  belief  of  the  people  four  hun- 
dred years  ago.  Explain  trade  routes,  caravans,  etc.  Use  map 
and  pictures  to  illustrate  the  Norse  explorations.  Read  or  tell 
some  Norse  stories. 

Dramatize  the  scene  of  Columbus  at  the  court  of  Spain;  of 
Columbus  and  his  son  at  the  convent.  Use  maps  to  illustrate  the 
voyages  and  discoveries  of  Columbus.  Read  poem,  * '  Columbus,  *  * 
by  Miller.    Supplement  the  text  by  stories  of  other  explorers. 

Make  the  Indian  life  as  real  as  possible.  Read  portions  of 
''Hiawatha"  to  the  class.  Exhibit  pictures  and  relics  and  tell 
Indian  stories  to  impress  Indian  character  and  customs. 

References:  Explorers  and  Founders  of  America  (Foote  & 
Skinner)  ;  American  Indians  (Starr)  ;  Makers  of  American  His- 
tory (Chandler  &  Chitwood). 

Second  Month,  Lessons  9-16.  The  Spanish  settle  Florida;  the 
French  settle  Canada;  the  story  of  a  lost  colony;  the  English 
settle  Virginia;  Captain  John  Smith;  more  about  Jamestown; 
affairs  in  Virginia ;  the  Pilgrims  in  New  England. 

Relate  the  adventures  of  DeLeon  and  DeSoto,  using  maps 
for  illustration.  Supplement  by  stories  of  other  Spanish  ex- 
plorers in  America,  Pizarro,  Cortes,  etc.  Illustrate  by  map  and 
story  the  explorations  of  Cartier  and  Champlain. 


103 

Discuss  Queen  Elizabeth  and  the  English.  Discuss  Sir  Wal- 
ter Scott  and  his  life.  Read  selections  from  "  Kenilworth. "  Lo- 
cate Jamestown  on  the  map  and  discuss  the  first  settlement. 

Emphasize  John  Smith  by  impersonation;  dramatize  the 
scene  of  Pocahontas  saving  his  life.  Discuss  the  idleness  of  the 
colonists  and  its  result.  Emphasize  the  introduction  of  slavery. 
Tell  the  story  of  the  Pilgrims  in  Holland.  Emphasize  the  rea- 
sons of  their  coming  to  America.  Read  ''The  Landing  of  the 
Pilgrims,"  by  Mrs.  Hemans. 

References:  Explorers  and  Founders  of  America  (Foote  & 
Skinner)  ;  The  Making  of  Virginia  and  the  Middle  Colonies 
(Drake)  ;  The  Making  of  New  England  (Drake) ;  Makers  of 
American  History  (Chandler  &  Chitwood). 

Third  Month,  Lessons  17-23.  Captain  Miles  Standish;  the 
Puritans  and  John  Winthrop ;  other  New  England  colonies; 
Henry  Hudson;  the  Dutch  settle  New  York;  the  founding  of 
Maryland ;  the  settlement  of  New  Jersey  and  of  Delaware. 

Emphasize  Miles  Standish  by  impersonation;  add  the  story 
of  his  courtship,  and  read  selections  from  the  ''Courtship  of 
Miles  Standish,"  by  Longfellow.  Describe  the  Puritan  charac- 
ter and  habits  of  life.  Emphasize  John  Winthrop  and  his 
methods. 

Illustrate  by  map  the  other  settlements  in  New  England.  Dis- 
cuss the  character  of  Roger  Williams;  of  Anne  Hutchinson. 
Study  the  map  of  Hudson's  voyage.  Emphasize  Hudson  by  im- 
personations. Emphasize  the  evils  of  intoxicants  as  shown  in 
the  story  of  the  drunken  Indian.  Illustrate  by  picture  the  Dutch 
life  in  New  Amsterdam.    Dramatize  the  appeal  of  Stuyvesant. 

Discuss  Lord  Baltimore,  and  the  colony  of  Maryland.  Em- 
phasize in  these  lessons  the  search  for  a  place  of  religious  free- 
dom and  the  character  of  those  who  sought  it. 

References:  The  Making  of  Virginia  and  the  Middle  Col- 
onies (Drake)  ;  The  Making  of  New  England  (.Drake)  ;  Makers 
of  American  History  (Chandler  and  Chitwood). 

Fourth  Month,  Lessons  24-29.  The  Quakers  and  William 
Penn;  the  settlement  of  Pennsylvania;  the  settlement  of  the  Car- 
olinas ;  more  about  the  Carolinas ;  the  settlement  of  Georgia ;  the 
original  thirteen  colonies. 

Discuss  the  Quaker  character  and  customs.  Emphasize  Wil- 
liam Penn  by  story  and  impersonation.     Dramatize  the  treaty 


104 

scene  of  Penn  and  the  Delawares.  Discuss  the  Carolinas  and  il- 
lustrate by  maps.  Discuss  English  debtor  prisons,  and  empha- 
sizes James  Oglethorpe.  Summarize  the  story  of  the  thirteen 
colonies,  and  make  a  list  of  each. 

Use  Review  Questions  for  general  survey  up  to  this  time.  As- 
sign written  wbr-k  as  by  suggestions  at  the  end  of  the  lessons. 

References:  Makers  of  American  History  (Chandler  &  Chit- 
wood). 

Fifth  Month,  Lessons  30-37.  Progress  of  Virginia;  Indian 
neighbors;  Indian  wars  in  New  England;  the  tyranny  of  Andros; 
the  French  explore  the  Mississippi;  the  voyage  of  LaSalle;  the 
French  in  America ;  French  and  English  quarrels. 

Emphasize  the  causes  that  led  to  Bacon's  Rebellion.  Discuss 
the  relations  of  the  Indians  to  the  settlers.  Make  vivid  the  peril 
of  the  pioneer  homes.  Dramatize  the  interview  of  Canonicus  and 
Roger  Williams.  Impress  the  story  cf  King  Philip.  Discuss  the 
oppressive  measures  of  Andros  and  the  independent  spirit  of 
the  people. 

Use  map  to  illustrate  voyage  of  Marquette  and  Joliet;  of 
LaSalle.  Make  very  clear  the  significance  of  the  claims  estab- 
lished by  these  voyages.  Draw  a  sharp  contrast  between  the 
purposes  of  the  French  and  of  the  English  in  America.  Make 
definite  the  events  of  the  early  French  wars,  dwelling  upon  the 
character  of  the  warfare. 

References  I   The  Making    of  the  Great  West  (Drake). 

Sixth  Month,  Lessons  38-45.  The  young  George  Washington ; 
the  French  and  Indian  War;  the  fall  of  Quebec;  the  homes  of 
the  colonists;  occupations,  dress,  sports;  laws,  travels,  customs; 
Sunday  in  the  colonies,  education,  schools ;  servants  and  slaves  in 
the  colonies. 

Tell  all  stories  of  the  young  Washington.  Dramatize  the 
scene  of  Washington's  report  to  Dinwiddle.  Emphasize  Brad 
dock's  folly  and  defeat.  Read  selections  from  "Evangeline." 
Emphasize  the  importance  of  the  capture  of  Quebec.  Make  spe 
cial  study  of  James  Wolfe.  Illustrate  Quebec  by  map  and  pic 
tures. 

A  general  view  of  colonial  conditions  can  be  gained  by  con 
versation,  descriptions,  pictures  and  drawings.     Selections  from 


iOo 

"Snowbound"  and  ''Grandfather's  Chair"  will  add  interest.  A 
colonial  tea  party  is  a  school  possibility.  Contrast  those  days 
with  the  present. 

References:  Colonial  Children  (Hart)  ;  "When  America  Was 
New  (Jenks)  ;  Explorers  and  Founders  of  America  (Foote  & 
Skinner). 

Seventh  Month,  Lessons  46-53..  Causes  of  the  revolution;  first 
acts  of  resistance;  the  first  battle  of  the  revolution;  the  Battle  of 
Bunker  Hill;  the  progress  of  the  war;  the  Declaration  of  Inde- 
pence;  the  British  enter  New  York;  the  Battles  of  Trenton 
and  Princeton. 

Make  a  list  of  the  grievances  of  the  colonists  that  led  to  the 
Revolution.  Discuss  the  right  and  wrong  of  the  situation.  Dram- 
atize in  part  the  speech  of  Patrick  Henry.  Discuss  the  character 
and  service  of  Samuel  Adams.  Illustrate  by  map  and  picture  the 
Battle  of  Lexington.  Impress  the  service  of  Paul  Revere  by  im- 
personation. Read  ''Concord  Hymn,"  "Paul  Revere 's  Ride." 
Discuss  the  Battle  of  Bunker  Hill  in  detail.  Illustrate  by  pic- 
ture of  monument  and  impress  all  stories.  Discuss  Putnam  and 
Ethan  Allen.  Discuss  the  preparations  for  war  and  the  bravery 
of  the  colonists.  Read  and  explain  portions  of  the  Declaration 
of  Independence. 

Impress  the  story  of  Nathan  Hale.  Discuss  the  significance 
of  the  victories  at  Trenton  and  Princeton.  Impress  the  moral  of 
the  Rail's  habits.    Locate  on  outline  map  all  battles  and  events. 

References:  Stories  of  American  History  (Dodge) ;  Noble 
Deeds  of  Our  Fathers  (Watson)  ;  Camps  and  Firesides  of  the 
Revolution  (Hart). 

Eighth  Month,  Lessons  54-60.  Surrender  of  Burgoyne;  the 
war  in  the  South ;  the  war  in  the  South,  continued ;  the  surrender 
of  Cornwallis;  Benjamin  Franklin;  John  Paul  Jones;  how  the 
Northwest  Territory  was  saved  for  the  Union. 

Discuss  the  campaign  that  ended  in  the  surrender  of  Bur- 
goyne. Follow  the  war  through  the  South,  fully  illustrating  and 
impressing  the  importance  of  those  campaigns.  Dramatize  the 
incidents  in  Marion's  life.  Read  the  song  of  "Marion's  Men." 
Impress  all  stories  and  add  others.  Discuss  in  detail  the  treason 
of  Arnold. 

Make  special  study  of  Franklin,  John  Paul  Jones,  Daniel 
Boone  and  George  Rogers  Clark.     Illustrate  by  pictures  and 


106 

stories  the  services  of  each.  Impress  by  impersonations  and 
dramatizations.  Review  Questions.  Pay  due  regard  to  all  sug- 
gested written  work. 

Suggest  special  reading  for  the  vacation  months. 

References:  Stories  of  American  History  (Dodge) ;  Noble 
Deeds  of  Our  Fathers  (Watson)  ;  Camps  and  Firesides  of  the 
Revolution  (Hart)  ;  Makers  of  American  History  (Chandler  & 
Chitwood). 

Additional  references  for  this  grade:  A  Book  of  American 
Explorers,  Higginson  (Longmans,  Green  &  Co.)  ;  Epochs  ot 
American  History  (Longmans,  Green  &  Co.)  ;  Home  Life  in 
Colonial  Days,  Earle  (The  Macmillan  Company). 

OUTLINE    FOR    SEVENTH    YEAR. 

Text:  The  Essential  Facts  of  American  History,  by  Lawton 
B.  Evans. 

Note. — See  suggestions  for  the  fourth  year  and  for  the  sixth 
year.  The  course  contemplates  one  lesson  completed  in  every 
two  days,  the  first  day  for  preparation  and  presentation,  the  sec- 
ond for  emphasis,  explanation  and  recitation.  Reviews  should  be 
abundant  and  interesting.  Special  emphasis  should  be  laid  on 
written  work,  debates  and  the  study  of  national  issues.  The 
teacher  is  advised  to  read  Elson's  History  of  the  United  States 
(The  Macmillan  Company). 

First  Month,  Lessons  61-71.  The  critical  time;  the  Constitu- 
tion of  the  United  States;  George  "Washington,  President;  Eli 
Whitney  and  the  cotton  gin ;  trouble  with  France ;  Thomas  Jeffer- 
son; war  with  Tripoli;  the  Louisiana  Purchase;  Robert  Fulton 
and  the  steamboat ;  trouble  with  England ;  the  War  of  1812,  be- 
gun. 

Impress  the  necessity  of  the  Constitution,  and  emphasize  the 
nature  of  the  Constitution.  Discuss  the  unity  of  the  government, 
the  progress  of  the  people  and  the  national  significance  of  the 
invention  of  the  cotton  gin.  Impress  the  character  and  doctrines 
of  Thomas  Jefferson.  Dwell  at  length  and  illustrate  by  map  and 
drawing  the  Louisiana  Purchase.  Expand  the  story  of  Lewis 
and  Clark.  Discuss  the  commercial  value  of  the  steamboat  and 
illustrate  by  comparative  pictures  of  modern  ships.  Discuss  the 
causes  that  led  to  the  War  of  1812.  Read  ''Old  Ironsides,"  by 
Holmes. 


107 

References:  The  Making  of  the  Great  "West  (Drake)  ;  Chil- 
dren's Stories  of  American  Progress  (Wright)  ;  Makers  of  Amer- 
ican History  (Chandler  &  Chitwood). 

Second  Month,  Lessons  72-81.  War  of  1812  (continued) ; 
War  of  1812  (concluded)  ;  the  era  of  good  feeling;  the  Missouri 
compromise;  the  Monroe  Doctrine;  internal  improvements;  the 
growth  of  the  country;  the  movement  westward;  Andrew  Jack- 
son ;  the  policy  of  Andrew  Jackson. 

Impress  the  story  of  Oliver  H.  Perry.  Discuss  the  attack 
on  Washington  City  and  Baltimore  and  read  *'The  Star  Spangled 
Banner."  Discuss  the  Battle  of  New  Orleans.  Dwell  at  length 
on  tariff  for  protection  and  tariff  for  revenue.  Explain  the  mean- 
ing of  service  of  duties,  customs,  etc. 

Discuss  slavery  and  the  disputes  arising  over  it.  Impress  the 
growth  of  the  country,  the  railroads,  the  improvements,  etc.  Il- 
lustrate by  comparisons  and  pictures.  Discuss  at  length  the 
character  of  Andrew  Jackson.  Illustrate  by  stories  and  descrip- 
tions of  the  times.    Emphasize  and  explain  the  rise  of  new  ideas. 

References:  Children's  Stories  of  American  Progress 
(Wright)  ;  Makers  of  American  History  (Chandler  &  Chitwood). 

Third  Month,  Lessons  82-91.  Tariff  disputes  and  the  great 
debate ;  a  crisis  with  South  Carolina ;  Van  Buren,  Harrison  and 
Tyler;  improvements  and  inventions;  acquisitions  of  territory 
and  war  with  Mexico ;  opening  the  new  territory ;  the  question  of 
slavery ;  disputes  over  slavery ;  the  struggle  for  Kansas ;  the  war 
clouds  gather. 

This  month  recounts  all  the  arguments  and  facts  that  lead  up 
to  the  Civil  War.  The  teacher  should  bear  in  mind  the  accumu- 
lated disputes  that  ended  in  separation.  The  arguments  in  the 
great  debate  should  be  memorized,  and  the  occasion  dramatized. 
The  meaning  of  nullification  should  be  made  clear. 

Discuss  the  opening  of  the  West  by  treaty  with  Mexico,  and 
use  the  dramatic  incidents  of  that  section  as  a  rich  field  for  his- 
tory teaching.  By  impersonation  and  stories  the  pioneer  life  of 
the  West  can  be  made  very  real.  The  disputes  over  slavery  and 
the  conflicts  it  brought  about  are  among  the  most  graphic  in  our 
national  history. 

References:  The  Making  of  the  Great  West  (Drake)  ;  Chil- 
dren's Stories  of  American  Progress  (Wright)  ;  Makers  of  Amer- 
ican History  (Chandler  &  Chitwood). 


108 

Fourth  Month,  Lessons  92-101.  The  Southern  States  secede; 
Abraham  Lincohi;  Jefferson  Davis;  the  bombardment  of  Fort 
Sumter ;  the  first  Battle  of  Manassas ;  war  in  the  "West ;  events  on 
the  sea;  the  Virginia  and  the  Monitor;  the  peninsular  campaign; 
Stonewall  Jackson. 

The  events  of  the  war  should  be  taught  without  harsh  ref- 
erences or  prejudiced  words  and  statements.  Emphasize  the  lives 
of  Lincoln  and  Davis,  as  two  opposing  men,  each  of  whom  be- 
lieved in  his  cause.  Illustrate  by  story  and  picture  and  descrip- 
tion the  real  meaning  and  movement  of  a  battle.  Draw  battle- 
fields on  blackboard  whenever  possible.  Use  maps  throughout  for 
locating  battles  and  army  movements. 

Dwell  upon  the  personal  side  of  the  war.  Illustrate  it  by  all 
available  stories  of  men  and  affairs.  Get  the  main  movements  in 
the  mind  and  avoid  much  detail.    See  patriotic  poems  and  songs. 

References:  Romance  of  the  Civil  War  (Hart)  ;  any  book  of 
war  stories. 

Fifth  Month,  Lessons  102-110.  Robert  E.  Lee  in  command  of 
the  Southern  Army;  progress  of  the  war;  the  Battle  of  Gettys- 
burg ;  the  fall  of  Vicksburg ;  Ulysses  S.  Grant  in  command  of  the 
Northern  Army;  Sherman's  campaign;  Grant  and  Lee  in  Vir- 
ginia ;  the  end  of  the  war ;  hardships  and  heroism. 

The  month's  work  will  center  around  Lee  and  Grant,  Their 
characters  should  be  studied  and  compared.  General  Lee  should 
be  emphasized  especially  for  the  splendid  example  he  offers  to  all 
young  men  in  every  phase  of  his  life. 

The  Battle  of  Gettysburg  deserves  especial  and  dramatic 
study.  The  scene  of  the  surrender  should  be  made  impressive. 
All  stories  relating  to  the  hardship  and  heroism  of  war  should 
be  related,  and  its  sorrows  made  clear. 

References:  Romance  of  the  Civil  War  (Hart)  ;  William- 
son's Life  of  Lee  (B.  F.  Johnson  Publishing  Company,  Rich- 
mond, Va. ) ;  any  book  of  war  stories. 

Sixth  Month,  Lessons  111-120.  Plans  for  reconstruction;  a 
crisis  with  the  President ;  conditions  in  the  South  after  the  war ; 
President  U.  S.  Grant;  Presidents  Hayes  and  Garfield;  Presi- 
dents Arthur  and  Cleveland;  Presidents  Harrison  and  Cleve- 
land ;  McKinley  and  the  War  with  Spain ;  War  with  Spain  (con- 
tinued) ;  insular  and  fnr<^i^n  affairs. 


109 

Discuss  at  length  the  trying  situatioB  of  all  parties  in  dealing 
with  the  Southern  question.  Emphasize  by  story  and  pictures 
the  hardships  of  reconstruction  days. 

Catalogue  all  the  important  events  that  have  happened  in 
late  years  to  reconstruct  the  nation,  and  discuss  each  one  in  its 
relative  importance.  Emphasize  the  incidents  and  results  of  the 
War  with  Spain,  and  by  maps  illustrate  the  growth  of  the  na- 
tional spirit  in  favor  of  commercial  and  territorial  expansion. 
Discuss  and  illustrate  the  Philippine  Islands  and  Porto  Rico 
from  any  available  documents. 

Seventh  Month,  Lessons  121-130.  Great  American  enter- 
prises; great  American  inventions;  growth  of  the  West;  indus- 
tries of  the  West ;  growth  of  the  South ;  industries  of  the  South ; 
President  Theodore  Roosevelt;  American  literature;  American 
literature  and  art;  our  country. 

This  month  is  devoted  to  the  greatness  of  the  country  and 
should  be  an  inspiring  study.  Illustrate  by  pictures  all  the  great 
things  in  America  and  develop  a  national  spirit  of  pride  and 
patriotism.  Discuss  inventions  and  those  still  possible  to  be 
made.  Compare  the  United  States  with  other  countries,  geo- 
graphically, politically  and  commercially.  Make  a  list  of  books 
by  great  American  authors  worthy  to  be  read.  Exhibit  illustra- 
tions of  pictures  and  statuary  by  American  artists.  (See  Perry 
Pictures,  Maiden,  Mass.) 

Eighth  Month,  General  Review.     See  Review  Questions. 

A  general  survey  from  the  beginning  of  the  book  could  be 
undertaken  by  selection  of  questions.  Make  and  discuss  a  table 
of  important  dates  in  American  history.  Memorize  the  list  of 
Presidents  and  discuss  those  of  importance. 

Make  a  study  of  the  analysis  of  the  Constitution  and  impress 
its  important  features. 


Civics, 


SEVENTH    YEAR. 

General  Directions:  The  aim  of  the  course  in  this  grade  is 
not  to  study  civil  government  in  a  formal  way,  as  children  of 
this  age  are  not  mature  enough  for  such  study.  But  they  are 
old  enough  to  become  "interested  in  the  life  of  the  community 
and  in  their  relation  to  that  life, ' '  and  they  are  old  enough  to  re- 
ceive certain  vivid  impressions,  to  observe,  to  analyze  and  to 
draw  inferences.  One  of  the  features  of  the  text  to  be  studied 
is  the  use  made  of  local  history.  This  is  a  vital  point  in  the 
teaching  of  civics  (see  outline  for  Louisiana  History).  Make 
use  of  local  history  and  geography  and  correlate  with  the  study 
of  the  text.  This  will  make  the  subject  one  of  livfe  interest  to 
the  class. 

The  teacher  who  wishes  to  make  a  success  of  this  work  will 
make  use  of  the  suggestions  in  the  text ;  for  example,  at  the  end 
of  each  chapter  is  a  set  of  questions  for  investigation;  make 
use  of  them  and  also  of  the  references.  By  following  this  plan 
each  chapter,  though  short,  has  material  enough  for  three  lessons. 
The  twenty-five  chapters  of  the  book  will  give  ample  material  for 
the  seventy-two  lessons  devoted  to  this  subject. 

The  outlines,  questions  for  investigation  and  the  references 
and  suggestions  are  so  complete  in  the  text  that  it  is  scarcely 
necessary  to  give  more  than  a  brief  outline  of  the  work  to  be 
done  in  the  different  terms. 

SEVENTH  YEAR   (First  term). 
(Alternate  with  Geography,  Civics  two  times  a  week.) 

FIRST    MONTH. 

Text:  'The  Community  and  the  Citizen,  Dunn. 
I.    The  Community. 

(a)  The  beginning  of  a  community ;  the  site  selected ;  the  life 
of  the  early  community;  government  of  the  community. 

(b)  What  is  a  community?  definition;  large  and  small; 
how  they  grow  and  unite ;  membership  in  a  community ;  citizen- 
ship; questions  for  investigation. 


Ill 

(c)  The  site  of  the  community ;  the  land,  health,  climate,  nat- 
ural resources,  influence  of  geography;  questions  for  investiga- 
tion. 

References:  Brigham's  Geographic  Influences  and  text. 

(d)  "What  the  people  of  the  community  are  seeking;  life  and 
health,  wealth,  knowledge,  beauty,  companionship,  righteousness ; 
combination  and  conflict  of  desires;  harmony;  questions  for  in- 
vestigation; references. 

SECOND    MONTH. 

II.  The  Family. 

(a)  The  family  and  the  community ;  the  pioneer  family ;  pro- 
viding shelter  and  food ;  the  exchange  of  goods ;  occupations,  pro- 
tection, education,  religion,  social  life,  government;  the  family's 
relation  to  the  larger  community. 

(b)  The  services  rendered  the  community  by  the  family;  the 
family  a  school,  creates  interest  in  the  community;  dangers  to 
home  life  in  a  city;  government  of  the  home;  the  tenement  and 
tenement-house  laws. 

III.  The  Great  American  Family  or  Nation. 

(a)  The  bond  of  nationality;  the  foreign  element;  distribu- 
tion of  foreigners;  growths  of  common  interests;  naturalization 
and  its  significance ;  aliens,  what  they  are ;  the  public  school  and 
its  influence  on  the  nation ;  the  influence  of  government. 

third  month. 

(b)  The  relation  between  the  people  and  the  land;  civiliza- 
tion and  permanence  of  communities ;  the  service  of  the  family ; 
the  national  domain;  government  survey;  public  .lands ;  govern- 
ment control  of  private  property;  eminent  domain;  franchises; 
political  divisions  of  the  land. 

IV.  The  Community  and  Health. 

The  protection  of  health  in  the  family;  the  growth  of  the 
community  and  health ;  government  and  health ;  sewers  and  water 
supply  cleanliness;  street  cleaning  and  smoke  inspection;  parks 
and  playgrounds;  hospitals;  quarantine;  interdependence  of 
communities  in  preserving  health ;  state  supervision  of  health ;  na- 
tional government  and  health;  the  responsibility  of  the  citizen. 

Reference:  Allen's  Civics  and  Health,  Ginn  &  Co. 


112 

V.  How  THE  Community  Aids  the  Citizen  to  Protect  Life  and 
Property. 

Danger  from  fire ;  methods  of  fighting  fire ;  volunteer  fire  com- 
panies; modern  fire-fighting  arrangements;  the  water  supply; 
efficiency  of  fire  departments ;  faulty  buildings  and  fire-building 
ordinances;  fire  insurance  companies  (for  a  study  of  rates  see 
comparative  statistics  Detroit,  Milwaukee,  New  Orleans,  given 
June  26,  1909,  by  Insurance  Commissioner  McGivney)  ;  danger 
from  lawbreakers ;  the  courts ;  the  right  of  a  fair  trial ;  the  police ; 
duties  of  the  police;  street  lighting;  regulation  of  business  for 
safety ;  prevention  of  accidents ;  lax  enforcement  of  laws  to  pre- 
vent accident;  service  of  the  state  in  protecting  life  and  prop- 
erty; state  militia;  the  national  defense;  the  army;  the  navy; 
life-saving  on  the  coast. 

fourth  month. 

VI.  The  Relation  Between  the  Community  and  the  Business 
Life. 

The  business  life  of  a  community;  the  pioneer  family  and 
business;  the  results  of  a  division  of  labor;  the  effects  of  mod- 
ern industrial  organization;  dependence  of  employer  and  em- 
ployee; the  community  and  productive  work;  the  builders  of 
our  nation;  the  responsibility  of  the  citizen  in  business;  pa- 
triotism in  business  life. 

VII.  How  THE  Government  Aids  the  Citizen  in  Business  Life. 
The  sacredness  of  property  rights;  self-government  in  busi- 
ness matters;  State  control  over  all  ordinary  business  relations; 
the  need  of  a  national  government;  the  power  of  Congress  in 
business  matters;  foreign  and  interstate  commerce;  government 
and  opportunity. 

SEVENTH    YEAR    (Second    Term). 
Text:  Dunn's  The  Community  and  the  Citizen. 

FIFTH    MONTH. 

VIII.  Waste  and  Saving. 

-    Waste  in  th^e  household;  waste  in  business;  saving;  waste  in 
government;  an  economical  government. 


113 

IX.  How  THE  Community  Aids  the  City  in  Transportation 
AND  Communication. 

Importance  of  communication;  cost  of  transportation;  conn- 
try  roads;  the  Governor's  attitude  to  the  country  roads;  re- 
sults; geography  and  good  roads;  wasteful  methods  of  road 
making;  improvements  in  methods  of  road  making;  State  con- 
structed early  highways;  the  national  road;  State  management 
of  roads;  conditions  in  your  community. 

River  and  harbor  improvement;  canals;  railroads;  govern- 
ment control  of  railroads;  electric  interurban  lines;  transporta- 
tion in  cities;  the  streets;  franchises;  rapid  transit  in  cities; 
government  ownership  of  railways;  communication  of  ideas; 
postal  system;  telegraph  and  telephone. 

X.  How  the  Government  Aids  the  Citizen  to  Satisfy  His 
Desire  for  Knowledge. 

Governor  Berkeley  on  Education;  the  New  England  idea; 
the  family  and  education;  education  a  fundamental  idea  of  our 
government ;  education  in  the  hands  of  the  State  and  local  gov- 
ernments; township  and  county,  parish;  the  organization  and 
management  of  country  schools;  city  schools;  State  control  of 
education;  State  University  (here  study  Louisiana  State  Univer- 
sity and  Agricultural  and  Mechanical  College)  ;  educational  work 
of  the  national  government;  how  the  school  trains  for  citizen- 
ship; the  principles  of  community  life  found  in  the  school;  the 
responsibility  of  the  high  school  pupil. 

SIXTH    MONTH. 

XI.  How  THE  Community  Aids  the  Citizen  to  Satisfy  His 
Desire  for  Beautiful  Surroundings. 

Civilization  destroys  much  beauty  of  nature;  opportunities 
for  art;  beauty  in  the  home  and  school;  in  the  street;  pave- 
ments; noise;  the  beauty  of  trees;  destruction  and  mutilation; 
poles  and  wires;  advertisements  and  bill  boards;  parks  and 
boulevards;  prevention  of  smoke;  beautiful  surroundings  pro- 
duce better  citizenship. 

XII.  How  THE  Community  Aids  the  Citizen  to  Satisfy  His 
Religious  Desire. 

Religious  intolerance  in  colonial  times;  the  relation  between 
church  and  government;  separation  of  religion  and  govern- 
ment. 


114 

/ 

XIII.  What  the  Community  Does  for  Those  Who  Cannot 
OR  Wn.L  Not  Contribute  to  Its  Progress. 

Defectives  and  delmquents ;  the  treatment  of  the  helpless  by 
the  uncivilized;  duty  of  the  community  to  care  for  the  help- 
less; it  is  a  care  of  the  State;  poverty;  danger  of  unorganized 
charity ;  charity  organizations ;  treatment  of  criminals  in  early 
times;  reformation  of  criminals;  the  prevention  of  crime;  regu- 
lation of  crime  by  state  and  national  governments;  the  pro- 
tection of  tlio  rights  of  the  accused. 

seventh  month. 

XIV.  How  the  Citizens  of  a  Community  Govern  Themselves. 

The  purpose  of  government;  government  the  servant,  not 
the  master,  of  the  people;  representative  and  direct  govern- 
ment; the  national  and  state  government;  division  of  powers; 
relation  of  state  and  local  government;  separation  of  legislative, 
executive  and  judicial  powers;  representatives  of  districts;  suf- 
frage and  qualifications;  nominations  and  political  parties;  con- 
ventions; campaigns;  organization  of  party;  frequency  of  elec- 
tions; appointment  of  officers. 

XV.  Some  Defects  in  the  Self-Government  of  Our  Com- 
munities. 

Self-government  demands  active  interest  of  all  its  citizens; 
the  duty  of  taking  office ;  patriotism  in  jury  service  and  in  pay- 
ing taxes;  primaries  controlled  by  a  few;  dangers  of  party 
spirit;  the  machine,  rings  and  bosses;  party  management  for 
selfish  ends;  despotism  of  wealthy  corporations;  civil  service; 
reform  of  primaries ;  the  Australian  ballot. 

XVI.  The  Government  of  Rural  Communities. 

(a)  The  Township:  origin;  officers. 

(b)  The  County:  origin;  county  system  in  Virginia  and  in 
Louisiana;  the  township  and  county  of  the  West. 

EIGHTH     month. 

XVII.  The  Government  of  the  City. 

Problems  of  city  government;  the  council;  the  mayor;  po- 
litical powers  and  city  government. 


115 

XVIII.  Government  of  the   State.     (Study  Government  of 
Louisiana.) 

Constitutions;  amendments  and  revision;  the  constitution 
represents  the  supreme  will  of  the  people. 

The  Legislature;  checks  on  law-making  power;  restriction 
on  the  legislature  by  the  constitution ;  initiative  and  referendum. 

XIX.  Government  of  the  Nation. 

The  Articles  of  Confederation;  the  constitutional  conven- 
tion of  1787 ;  distribution  of  powers ;  congress,  senate  and  house ; 
powers  of  senate  and  house;  method  of  electing  senators  (Louisi- 
ana) ;  committees  and  the  speaker. 

The  executive;  concentration  of  executive  power. 

The  judiciary;  powers  of  federal  judges. 

XX.  Hov^  THE  Expenses  of  Government  Are  Met. 

The  cost  of  government;  taxation  is  not  oppressive;  direct 
and  indirect  tax;  borrowing  money. 


Nature  Studies. 


Notes : 

1.  Do  not  attempt  to  teach  the  subject  wholly  in  the  class- 
room; the  school  excursion  is  essential  to  success.  Make  the 
excursion  short,  definite,  and  for  a  purpose. 

2.  Add  books  on  nature  study  to  the  class  or  school  library. 

3.  Plan  the  work  for  the  session  with  care  and  system,  and 
then  follow  it. 

4.  Correlate  this  subject  with  school  gardening,  number 
work,  language,  etc.     (See  Language  and  Reading.) 

5.  Provide  the  necessary  material  for  the  work.  In  this 
connection,  see  1909  Report  of  Committee  on  Investigation  of 
School  Problems  in  Louisiana,  State  Teachers'  Association,  pp. 
44  to  49. 

6.  Form  and  structure  should  be  studied  only  to  reveal  func- 
tion. 

7.  The  main  purpose  of  nature  study  is  to  bring  the  child 
into  sympathetic  relation  with  nature,  to  develop  an  appre- 
ciation of  natural  processes,  and  to  create  a  love  for  plant  and 
animal  life. 

8.  In  the  primary  grades,  the  aims  should  be  as  follows: 
To  teach  the  child  to  recognize  at  sight  all  common  trees,  shrubs, 
cultivated  and  wild  flowers,  garden  and  field  crops,  weeds  and 
other  plants;  animals,  including  insects  and  lower  forms;  min- 
erals, rocks,  etc. ;  to  observe  the  growth,  location,  flower,  seed, 
and  characteristics  of  plants ;  to  teach  those  facts  and  processes, 
forms  and  traits,  in  animals  that  are  of  natural  interest  to  the 
child. 

9.  In  the  intermediate  grades  the  work  should  be  extended 
to  show  the  relation  between  plant  and  animal  life,  the  inter- 
dependence of  animate  and  inanimate  nature;  and  to  compare 
form,  structure  and  habits  of  plailts  and  animals. 

Beferences: 

Following  are  a  few  text-books  and  general  treatises  on  na- 
ture study  and  kindred  subjects,  which  every  teacher  of  nature 
study  will  find  very  helpful.  So  far  as  possible,  the  list  is  ar- 
ranged in  order  of  preference. 


117 

Hodge :    Nature  Study  and  Life,  Ginn  &  Co. 

Holtz:    Nature  Study,  Scribner's. 

Cummings:    Nature  Study,  American  Book  Company. 

Scott :    Nature  Study  and  the  Child,  D.  C.  Heath  &  Co. 

Dickerson :    Moths  and  Butterflies,  Ginn  &  Co. 

Holland:    Butterfly  Book,  Doubleday,  Page  &  Co.  (I). 

Holland:    Moth  Book,  Doubleday,  Page  &  Co.  (II). 

Howard:    Insect  Book,  Doubleday,  Page  &  Co. 

Weed :    Nature  Biographies,  Doubleday,  Page  &  Co. 

Blancham :    Bird  Neighbors,  Doubleday,  Page  &  Co. 

Apgar :    Birds  of  the  United  States,  American  Book  Co. 

Blancham :    How  to  Attract  Birds,  Doubleday,  Page  &  Co. 

Lange:    Our  Native  Birds,  Macmillan  Co.  (II). 

Dana :    How  to  Know  the  Wild  Flowers,  Scribner's. 

Lounsberry :  A  Guide  to  the  Wild  Flowers,  F.  A.  Stokes  Co., 
New  York. 

Lounsberry:    A  Guide  to  the  Trees,  F.  A.  Stokes  &  Co. 

The  following  books  are  adapted  for  use  in  the  general  library 
of  the  grade  or  school  as  supplementary  readers : 

Bryant:    Poetry  of  Flower  Land. 

Burroughs :    Squirrels  and  Other  Furbearers. 

Burroughs :    Birds  and  Bees,  Sharp  Eyes,  and  other  papers. 

Baskett :    Story  of  the  Birds. 

Ballard :    Moths  and  Butterflies. 

Chamberlain :    How  We  Are  Clothed. 

Chamberlain :    How  We  Are  Fed. 

Cooke :    Nature  Myths. 

Daulton :    Wings  and  Stings. 

Dana:    Plants  and  Their  Children. 

Eckstrom :    The  Woodpeckers. 

Flagg :    A  Year  Among  the  Trees. 

Frye :    Child  and  Nature. 

Grant :    Our  Common  Birds  and  How  to  Know  Them. 

Grinnell :    Our  Feathered  Friends. 

Holder :    Stories  of  Animal  Life. 

Holder:    Half  Hours  With  Lower  Animals. 

Holder:    Half  Hours  With  Fishes,  Reptiles  and  Birds. 

Holbrook :    Book  of  Nature  Myths. 

Jackman :    Nature  Study. 

Judd :    Classic  Myths. 


118 

Kelly:    Leaves  From  Nature's  Story  Book. 

Kelly :    Short  Stories  of  Our  Shy  Neighbors. 

Lange:    Handbook  of  Nature  Study  (I). 

Long:    Secrets  of  the  "Woods. 

Montieth :    Living  Creatures. 

Morley :    Insect  Folk. 

Needham :    Outdoor  Studies. 

Pratt :    Story  Land  of  Stars. 

.  Perdue-Griswold :  Language  Through  Nature,  Literature 
and  Art. 

Stickney :    Pets  and  Companions. 

Stickney-Hoffman :    Bird  "World. 

Stokes :    Ten  Common  Trees. 

Strong :    All  the  Year  Round,  Four  Parts. 

"Weed :    Bird  Life  Stories. 

"Wilson :  Nature  Study  in  Elementary  Grades,  First  and 
Second  Readers. 

"Walker :    Our  Birds  and  Their  Nestings. 

First   Grade. 

Land,  Water  and  Sky. — Contour  of  land  observed  in  a  gen- 
eral way;  excursion  to  a  picturesque  point,  hill,  slope,  stream 
(Frye,  p.  82),  woods,  prairie,  swamp;  alluvial  formation  and 
higher  levels  near  rivers  and  bayous;  typical  stream  of  vicinity, 
its  course,  size,  region  drained  (Scott,  p.  462)  ;  drainage  of  road 
and  field  after  rain ;  purposes  of  canals,  uses  of  streams ;  natural 
scenery  of  the  district   (Lange  I,  Chap.  II). 

Weather. — Changes  from  day  to  day ;  bright  and  sunny  days 
and  effects  on  nature;  dull,  gray  days;  rainy  and  stormy  days; 
gusty  days  of  March ;  hot,  sultry  days ;  lead  pupils  to  be  weather- 
wise;  note  beautiful  sunsets;  the  world  at  dawn;  meet  class  on 
bright,  moonlight  night;  beauties  of  sky  (Wilson  II,  p.  65,  67, 
70)  ;  changes  in  face  of  moon  as  weeks  go  by  (Holden,  p.  26). 
Learn  the  names  of  the  days,  months  and  seasons. 

Animals. — Make  lists  of  animals  known  by  the  class;  tame 
and  wild  animals ;  birds  and  fishes ;  insects,  etc. ;  add  to  list  as 
knowledge  of  pupils  is  extended;  study  the  cat  (Scott,  p.  449; 
Lange  I,  p.  97;  Hodge,  p.  41)  ;  pig  and  lamb  (Lange  I,  pp.  100 
and  109)  ;  emphasize  habits  and  actions  rather  than  structure 
(Holtz,  p.  71 ;  Hodge,  p.  33). 


119 

Birds. — Mocking-bird  and  canary;  live  specimens  in  class; 
form,  color,  flight,  position  on  limb,  food,  variety  of  songs  in 
daytime  and  at  night,  nest  and  nest-building,  care  of  young, 
economic  value  (Holtz,  pp.  99-131;  Hodge,  p.  305).  Study  the 
pigeon,  English  sparrow  (Hodge,  p.  313;  Holtz,  p.  135,  107-145), 
meadow  lark  (F.  B.  No.  54,  p.  21;  Yearbook,  1905),  and  red- 
headed w^oodpecker  (Eckstrom,  Chap.  IX;  Kelly,  p.  187;  Cooke, 
p.  29;  Holbrook,  p.  15;  Walker,  pp.  90  and  207).  Enemies  of 
birds  as  observed  by  pupils:  cat,  snake,  English  sparrow  and 
boys  (Hodge,  p.  310-317;  Lange  II,  Sec.  II).  Taming  and 
feeding  birds  (Hodge,  p.  347;  Lange  II,  Sec.  IV). 

Insects. — Cabbage  butterfly ;  form,  color,  where  eggs  are  laid, 
hatching,  work  of  the  worm.  Gather  the  eggs  on  the  under  side 
of  cabbage  leaves ;  place  in  insect  cage ;  watch  hatching  in  four  to 
eight  days,  or  gather  the  caterpillar  on  plants  and  rear  insect 
through  different  stages;  find  pupas  in  garden  and  note  coming 
out  of  butterfly  (Holbrook,  p.  10;  Smith,  p.  20;  Hodge,  p.  225). 
Similarly  study  the  hawk-moth ;  watch  for  it  at  dusk  going  from 
flower  to  flower  (Burnet,  p.  106;  Hodge,  p.  207;  Smith,  p.  59) 
Collect  the  large  green  worm  from  tomato  plants,  rear  in  insect 
cage ;  formation  of  pupag ;  find  these  by  digging  around  plants 
on  w^hich  the  worms  have  fed  (Kelly,  p.  76).  Likewise  study  the 
cecropia,  promethia  and  lo  moths.  Plant  lice  (aphids)  ;  ap- 
pearance in  fall  and  early  spring  in  garden  and  field;  collect 
leaves  covered  with  lice;  damage  to  such  plants  as  cabbage,  cot- 
ton, melon;  destruction  by  lady  bugs  (Hodge,  p.  210;  Kelly,  p. 
118;  Smith,  pp.  17  and  40).  Begin  making  a  collection  of  but- 
terflies, moths,  and  bugs  for  the  cabinet;  collect,  spread,  and 
mount  specimens  of  a  few  butterflies,  such  as  the  monarch  or 
milkweed,  the  goatweed,  buckeye,  roadside,  cloudless  sulphur, 
etc.     (See  Hodge;  Dickson,  p.  291-329;  Holland  I). 

Fishes. — Gold  fish,  minnow  and  shiner;  food,  color,  appear- 
ance, movement  through  water;  keep  in  aquarium  and  try  to 
feed  on  small  insects  and  bugs  (Wilson  II,  p.  108 ;  Hodge,  p.  413 ; 
Holtz,,  Chap.  XII).  Gold  fishes  are  excellent  pets;  lead  pupils 
to  have  them  at  home. 

Miscellaneous. — Earthworms;  make  collection  of  and  place  in 
terrarium ;  motion  of ;  way  of  burrowing,  food,  as  food  of  other 
animals,  uses  in  soil,  where  abundant,  economic  significance  in 
leveling  the  land  and  production  of  humus  (Hodge,  p.  424;  Wil- 


120 

son  II,  p.  200).  Study  live  specimen  of  common  turtle  kept  in 
aquarium;  remember  sunning  habits  and  provide  accordingly; 
feed  earthworms,  and  try  other  foods  (Hodge,  p.  410;  Holtz,  p. 
163).    Study  of  common  frog  and  wood  frog. 

Trees. — Make  list  of  known  trees;  add  to  it  as  pupils  learn 
others;  have  it  in  mind  during  the  first  five  years  of  pupil's  life 
in  school  to  teach  him  to  know  the  following  trees  and  shrubs 
at  sight: 

Evergreens :  Live  oak,  pine,  cedar,  camphor,  holly,  magnolia, 
laurel,  ligustrum. 

Deciduous:  Common  varieties  of  oaks  (white,  cow,  water, 
red,  post,  pin,  overcup,  etc.),  sweet  and  black  gums,  poplar,  Cot- 
tonwood, hickory,  walnut,  pecan,  ash,  maple,  catalpa,  sycamore, 
hackberry,  mulberry,  black  and  sweet  locusts,  elm,  cypress,  wil- 
lows, dogwood,  sassafras,  cherry,  persimmon,  chinquepin,  haw- 
thorn. 

Shrubs:  Magnolia  fuscata,  sweet  olive,  arbor  vitae,  pittos- 
porum,  japonica,  oleander,  cape  jessamine,  boxwood,  hibiscus, 
Cherokee  rose,  crepe  myrtle,  althea,  pomegranate,  elder,  lilac, 
spiraea. 

Study  three  or  four  common  trees  such  as  cottonwood,  sweet 
gum,  china-tree  and  walnut;  become  familiar  with  the  tree,  its 
size,  shape,  appearance  in  winter  and  summer,  form  of  leaves, 
nature  of  bark  and  limbs ;  watch  for  opening  of  bud  and  flower 
in  early  spring;  color  of  first  leaves;  color  in  late  spring  and 
early  winter ;  gather  fruit  or  seed,  and  place  in  cabinet ;  uses  of 
trees  (shade,  shelter  for  birds,  retainers  of  rain  water,  fuel,  lum- 
ber, landscape  gardening,  etc.).  Learn  to  care  for  and  appre- 
ciate trees.  (Hodge,  p.  365;  Scott,  p.  531;  Stokes,  p.  72;  Louns- 
berry  II). 

Flowers.^— Make  lists  of  known  garden  and  wild  flowers,  to  be 
added  to  as  others  come  within  the  circle  of  the  child's  knowl- 
edge; have  children  bring  new  flowers  to  study  in  class;  when 
names  are  not  known,  consult  florists  or  patrons.  Study  the  vio- 
let, jonquil,  nasturtium,  sweet  pea  and  honeysuckle ;  adapt  sub- 
ject to  season ;  use  flower  seed  catalogues  and  search  text-books 
for  material  (Burkett,  Stevens  and  Hill,  p.  267).  Use  flowers 
and  leaves  gathered  from  school  garden. 


121 

Common  wild  flowers  in  spring  such  as  spring  beauty  (Wil- 
son, p.  213)  ;  wild  violet  and  bluet,  buckeye,  white  clover,  com- 
mon flag  (wild  onion),  wild  strawberry;  in  fall:  smart  weed, 
bitter  weed,  golden  rod.    Flower  calendar  (Hodge,  p.  104). 

Second  Grade. 

Land,  Water  and  Sky. — Study  the  conformation  of  the  land 
in  the  district  with  more  fullness;  find  the  stream  that  drains 
the  school  lot ;  follow  it,  note  drift  and  wearing  away  of  the  soil ; 
deposits  of  silt,  sand  and  gravel  (correlate  with  geography) ; 
vegetation  along  borders.  Study  typical  land  and  water  forms — 
pond  or  lake,  prairie  or  forest.  Excursion  to  river  or  bayou  dur- 
ing high  water;  source  of  high  water.  Drying  of  soil  in  road, 
field  and  forest ;  which  drains  and  dries  first  ?  Cause  ?  Evapora- 
tion, as  illustrated  by  drying  of  wet  clothes,  vessel  in  classroom. 
What  becomes  of  the  water?  Agencies  causing  evaporation 
(Scott,  p.  465).  Evaporation  in  teakettle;  illustrate,  using 
beaker  and  alcohol  lamp;  relation  of  heat  to  rapidity  of.  For- 
mation of  ice;  note  process  (Scott,  p.  491).  Apparent  movement 
of  sun  in  sky;  low  in  south  in  winter;  high  in  summer;  mark 
by  sticks  direction  of  rising  and  setting  at  opening  of  school,  on 
Dec.  21st,  and  again,  before  close  of  school ;  relation  of  position 
of  sun  to  length  of  day  and  night;  sun  dial  (Holden,  p.  71). 
Teach  the  directions,  north,  south,  east,  west.    Study  shadows. 

Meet  class  at  night ;  study  phases  of  moon  more  fully ;  record 
phases  on  moon  chart;  full  moon  rises  at  sunset;  why?  Dis- 
tances to  the  moon  and  sun  compared ;  relation  of  this  to  'new 
moon;  north  star  (Holden,  p.  7)  ;  does  it  appear  to  move?  Do 
other  stars  move  ? 

Marked  changes  in  weather;  shower,  rain,  rainstorm,  thun- 
derstorm; weather  chart.  Clouds,  shape,  size,  height,  color, 
movement  (Scott,  p.  480;  Wilson,  II,  p.  253).  Rain  clouds,  shad- 
ows of  clouds.  Seasons,  beginning  of  each;  nature's  accompani- 
ments; budding  trees  and  grass,  songs  of  birds,  music  of  toads  in 
spring;  growth  of  plants  in  field,  lawn  and  forest  in  summer; 
harvest  days,  falling  leaves  and  migration  of  martin  in  fall; 
bleakness,  frost,  ice  and  coming  of  robins  and  other  birds  in 
winter. 

Animals. — Continue  lists  of  known  animals,  birds,  fishes,  in- 
sects, amphibians,  etc.    Study  the  dog,  ase  to  man,  faithfulness, 


122 

obedience,  keen  sense  of  smell,  courage,  strength,  endurance, 
speed,  breeds  known  (Hodge,  p.  37;  Lange,  p.  94;  Dana,  p.  160). 
The  hen  and  chick  (Stickney,  p.  12).  Adaptations  of  these  to 
needs  of  man;  food  and  care.  Observe  the  calls  of  animals,  as  in 
hen  and  cow;  devotion  of  the  dog  (Holder,  p.  178).  Begin  to 
note  breeds  and  varieties  in  animals  (F.  B.  No.  51,  Standard 
Varieties  of  Chickens).    The  mouse  and  rat. 

(Country  Life  in  America  should  form  part  of  every  school 
library.    Price,  $4  per  year,  Doubleday,  Page  &  Co.) 

Birds. — Begin  a  bird  census  of  the  district  by  noting  number 
of  bird  nests  within  a  certain  district.  Make  a  chart  of  the  area 
covered  and  locate  each  nest  on  it  (Hodge,  p.  319).  Observe 
migration  of  birds  out  of  and  into  the  district ;  date  of  leaving  of 
purple  martins;  date  of  appearance  of  robins,  cedar  birds  or 
waxwing,  and  other  migratory  birds;  passage  of  geese  on  their 
journey  to  the  south  in  early  winter,  and  to  the  north  in  March ; 
reasons  for  migrations  of  birds.  Bird  calendar  (Holtz,  p.  90,  116, 
415).  The  blue  jay,  study  points  suggested  under  first  grade 
for  the  mocking-bird.  Is  it  migratory  to  any  extent?  Empha- 
size food  and  economic  value ;  study  of  structure  in  an  element- 
ary way.     (Holt,  p.  99 ;  Walker,  p.  123 ;  F.  B.  No.  54,  p.  14.) 

Study  other  birds  as  time  allows;  the  robin  (Walker,  p.  27; 
Cooke,  p.  24  and  26;  Holtz.  Chap.  IX)  ;  dove;  orchard  oriole; 
red-winded  blackbird  (Walker,  60;  F.  B.  No.  54,  p.  19),  chimney- 
swift.  Make  a  bird-house  for  the  school;  induce  pupils  to  have 
theifi  at  home  (Holtz,  p.  145-6).  Develop  sympathy  and  dispo- 
sition to  protect  our  song  birds  (Hodge,  p.  344). 

Insects. — Make  collection  of  cocoons  and  chrysalides  during 
winter;  such  as  those  of  the  polyphemus  moth,  which  are  com- 
mon in  oak  trees  in  winter;  place  these  in  insect- cage,  and  note 
development;  rear  worm,  pupa  and  butterfly  or  moth  from 
eggs  laid  after  hatching.  Study  the  swallowtail  butterfly  (Kelly, 
p.  15)  ;  tent  caterpillar  (Blanchan.  p.  22;  Hodge,  p.  195)  ;  boll- 
worm  (Smith,  T).  37;  Scott,  427;  Hodge,  225)  ;  silkworm  (F.  B. 
No.  165;  Chamberlain  2,  p.  85);  locusts  (Burnet,  86;  Holder, 
255)  ;  grasshoppers  (Wilson  2,  p.  53)  ;  crickets  (Kelly,  103)  ; 
June  bug;  how  to  control  them;  clothes  moth,  water  bug,  elec- 
tric light  bug. 

Fishes. — Study  green  trout  or  black  bass,  barfish  and  com- 
mon perch  in  pond  and  stream.    Feeding  tests.    Observe  spa^^^l 


123 

ing  season  and  habits;  structure,  breathing.  In  study  of  fishes 
note  coloring  above  and  below;  explain  protective  adaptation. 
Much  of  this  work  can  best  be  done  by  use  of  the  aquarium 
(Holtz,  p.  165-174). 

i\Iiscellaneous. — The  crawfish,  shape,  structure,  habits,  food, 
method  of  carrying  and  caring  for  young,  use  as  food.  Mount 
specimen  on  card  for  cabinet  (Burnet,  67;  Kelly,  67).  Study 
bullfrog  in  similar  manner ;  note  spawning  season,  length  of  life 
of  tadpoles  (two  years),  and  value  to  man  of  tadpoles  and  bull- 
frog (Hodge,  295 ;  Kelly,  41 ;  Wilson,  2,  p.  25) .  The  bat,  particu- 
larly as  to  its  economic  value  (Hodge,  405). 

Trees. — Study  the  peach  tree  as  type  of  fruit  trees;  the  elm, 
catalpa,  and  a  variety  of  oak,  the  red  or  water  oak.  Follow  direc- 
tions given  under  First  Grade,  but  study  buds  and  fruit  or  seed 
in  greater  detail ;  note  blossom  carefully,  its  development  from 
the  bud,  formation  of  fruit,  growth  of  branch  tips,  dropping  of 
leaves.  ]\Iake  tlio  study  systematic,  extending  it  throughout  the 
term  at  proper  intervals.  Continue  developing  greater  famil- 
iarity witli  common  trees.  Place  more  stress  on  uses  of  trees  in 
nature  and  to  man  (Stokes,  16,  55).  Begin  noting  forms  of 
leaves,  parts,  arrangement  on  stem.     (Dana,  135,  165,  167). 

Flowers. — Add  cultivated  and  wild  flowers  to  ''known"  list 
of  first  grade.  Study  verbena  and  petunia ;  narcissus,  hyacinth, 
and  other  bulb  plants;  also  the  cypress  or  other  common  vine. 
Begin  to  direct  attention  to  the  dust  boxes  and  other  essential 
parts  of  the  flower.  Have  a  variety  of  flowers  in  the  school 
garden  for  use  in  this  work.  Of  the  wild  flowers,  study  the 
phlox,  buttercup,  verbena,  primrose,  dewberry  and  sunflower; 
relation  to  cultivated  varieties;  the  dandelion  (Scott  1,  381; 
Dana,  247 ;  Wilson  II,  p.  252)  ;  and  the  golden  rod  in  fall  (Dana, 
251;  Cooke,  13)  ;  note  provision  for  scattering  their  seeds;  study 
ther  dogwood  blossom  while  out  on  the  early  spring  excursion 
(Dana,  52-67)  ;  also  blooms  of  peach,  pear,  plum  and  hawthorn. 
Study  such  common  weeds  as  wild  coffee,  wormseed,  pigweed  and 
horsenettle;  abundance,  seed,  spread,  control  (B.  S.  and  H.,  73; 
F.  B.  No.  28). 

Third   Grade. 

Land.  Water  and  Sky. — Classify  the  lands  of  the  district  as 
prairie,  woodland,  alluvial  land,  swamp,  hills ;  as  forest,  field  and 
pasture  lands.     Study  different  kinds  of  soil  in  district,  clay, 


124 

loam,  sandy  soil,  etc. ;  different  kinds  of  rocks  found  in  neighbor- 
hood. Do  well  diggers  in  your  district  always  find  sand  ?  If  so, 
at  what  depth.  Study  springs  in  the  locality;  discuss  under- 
ground water,  its  source,  how  it  flows,  relation  to  wells.  Make  a 
systematic  study  of  a  brook  or  stream,  noting  aquatic  animals  and 
plants  (Lange  I,  Chap.  II),  vegetation  on  border,  region  drained, 
source  and  mouth.  Read  Tennyson's  ''Brook";  also  Longfel- 
low's. Extend  study  of  evaporation.  Note  condensation  of 
moisture  on  window  panes,  pitcher  of  iced  water,  cold  looking 
glass  when  breath  is  blown  upon  it,  grass  in  late  afternoon ;  for- 
mation of  dew  and  frost  (Holden,  116);  causes;  condition  on 
cloudy  night  (Scott,  486).  Discuss  rain;  observe  approaching 
showers  and  clouds  from  which  they  come  (Scott,  506). 

Observe  an  eclipse  of  the  moon,  and  develop  cause  (Holden, 
33).  Find  Venus,  an  evening  star,  and  observe  movement  to- 
ward or  away  from  the  sun ;  find  her  again  later  a  morning  star. 
Point  out  the  great  and  little  dippers,  and  note  revolution  around 
North  star  (Holden,  7).  Observe  rainbows,  primary  and  sec- 
ondary ;  colors  of ;  illustrate  with  glass  prism ;  cause  of ;  position 
with  respect  to  the  sun  and  the  observer  (Wilson  II,  p.  42).  Con- 
tinue weather  observation;  stormy  days,  lightning;  use  of  light- 
ning rods.  Review  directions,  using  tlie  magnetic  compass.  Ob- 
serve and  make  record  of  directions  of  the  wind ;  can  you  discover 
sequence  of  directions  from  north  to  east,  and  south  to  west? 
What  does  each  wind  bring,  rain  or  clear  weather,  dampness  or 
dry  air  ?    Make  and  fly  a  kite ;  windmill,  and  weather  vane. 

Animals. — Study  the  horse  (Hodge,  38),  and  goat  (Farmers' 
Bulletins),  in  their  relation  to  man.  Study  structure,  adaptation 
to  man's  needs,  habits,  food,  etc.  The  rabbit  (see  full  treatment 
in  Scott,  p.  38)  and  squirrel  (Hodge,  407;  Burroughs). 

Birds. — Make  a  study  of  the  domestication  of  birds  (Hodge, 
327)  and  extend  study  and  practice  of  taming  and  feeding  birds 
(Blanchan).  The  quail,  or  bobwhite  (Yearbook,  1903;  Walker, 
116),  humming  bird  (Holder,  78;  Walker,  129;  Holbrook,  1)  ; 
cedar  bird  or  waxwing  (Walker,  159)  ;  crow,  blackbird  or  grackle 
(F.  B.  No.  54),  crow  (Wilson  11,  p.  141;  ''Silver  Spot,"  Thomp- 
son-Seton  in  "Wild  Animals  I  Have  Known"),  king-fisher, 
king-bird,  night-hawk  (Holder,  21).  Learn  closed  season 
for  all  birds  studied  (see  bird  law  for  Louisiana  in  Arbor  and 


125 

Bird  Day  Manual),  and  continue  observation  of  food,  habits 
and  enemies  (F.  B.  Nos.  197  and  308). 

Insects.— Study  the  family  insects;  ants  (Hodge,  415;  Cooke, 
18)  ;  make  an  ant  cage  to  study  the  habits  of  ants  (Holtz,  p. 
231) ;  honeybee  (Hodge,  228;  Holtz,  205,  225  and  456;  F.  B.  No. 
59),  and  wasps  and  hornets  (Hodge,  244).  The  house-fly 
(Hodge,  62;  F.  B.  No.  155)  ;  dragon-fly  (Dana,  149)  ;  damsel-fly 
(Hodge,  257)  ;  the  corn  and  boll  weevils  (Circulars  of  Pest  Com- 
mission, Baton  Rouge;  F.  B.  No.  5;  Burkett,  Stevens  and  Hill, 
144,  298). 

Fishes. — Continue  observations  of  common  fishes,  the  differ- 
ent varieties  of  catfish  and  of  buffalo;  place  small  catfish  in 
aquarium  and  make  food  tests.  Study  tree-frogs,  varieties,  mel- 
ody of  notes,  adaptation  to  climbing  (Hodge,  295)  and  lizards 
(Hodge,  410). 

Trees. — Make  a  systematic  study  of  all  varieties  of  oaks  com- 
mon to  the  district;  compare  height,  form,  leaves,  bark,  acorns; 
make  collection  of  each,  label  properly,  and  place  in  cabinet 
(Cooke,  71).  The  hickory,  cottonwood  and  pine;  as  in  previous 
grades,  emphasizing  economic  value  and  marketing  of  each; 
watch  development  of  buds  in  early  spring;  compare  the  three; 
note  flowers,  and  make  collection  of  seed  (Scott,  410).  If  con- 
venient, make  excursion  to  a  turpentine  still,  and  study  process 
of  manufacture  of  turpentine  and  rosin.  Study  the  pear  tree 
as  to  shape,  size,  trunk,  leaf,  bud,  flower  and  fruit ;  observe  pear 
blight,  rapidity  of  spread,  and  discuss  use  of  knife  and  fire  in 
saving  infested  trees. 

Flowers. — Study  the  flowers  grown  in  the  garden ;  observing 
the  several  parts  of  each  flower;  the  sunflower  as  type  of  com- 
posite family  (Dana,  255);  poppy  (Dana,  70);  Easter  lily; 
water  hyacinth  as  an  aquatic  plant,  noting  adaptation  to  float- 
ing; morning  glory  (Scott,  583  and  602).  Develop  appreciation 
and  enjoyment  of  flowers  (Burkett,  Stevens  and  Hill,  268). 
Study  the  field  daisy  (Dana,  249),  black-eyed  susan,  Cherokee 
rose,  locust,  may-apple  and  anemone;  collect  and  press  wild 
flowers.  Thistle;  jimson  weed,  wild  carrot,  tick  trefoil  (Dana), 
and  means  of  dispersing  their  seeds  (B.,  S.  and  H.,  73 ;  Dana,  50- 
69).  The  mistletoe  as  a  parasite;  observe  bloom  and  seed;  how 
adapted  for  distribution.  Poison  ivy  (F.  B.  No.  86).  Continue 
study  of  seed  dispersal  by  wind,   water,   birds   and   animals; 


126 

through  means  of  down  or  feathers,  as  in  the  tliistle,  dandelion, 
milkweed,  aster,  golden-rod,  willow  and  cotton  wood;  of  sails,  as 
in  the  maple,  elm,  ash,  pine,  etc.;  of  barbed  seeds,  as  in  the 
burdock,  beggar 's-lice — trefoil,  eoeklebur  and  stiektight;  of 
bursting  pods,  as  in  the  pansy  and  violet;  of  waving  seed  boxes, 
as  in  the  poppy;  make  collection  of  seeds  and  seed  pods  especially 
adapted  for  dispersal. 

Flowerless  Plants. — Observe  different  varieties  of  mushrooms, 
growing  in  neighborhood;  find  the  common  edible  type  (campes- 
tris),  place  flat  side  of  crow^n  on  sheet  of  white  paper  and  note 
deposit  of  spores.  Collect  puffballs,  all  of  which,  so  far  as  known, 
are  non-poisonous ;  note  amount  of  spores  on  bursting  of  ball 
(Hodge,  443  and  448). 

Fourth  Grade. 
Land,  Water  and  Sky. — Observe  erosion  by  rain  and  running 
w^ater;  deposit  of  sediment;  determined  by  flow  of  water;  cor- 
relate with  geography;  formation  of  alluvial  lands  by  rivers  and 
bayous ;  uses  of  these  in  nature  and  commerce ;  study  minerals  of 
locality,  sulphur,  salt,  oil,  gas ;  measure  school  lots,  locate  position 
of  house  and  outhouses  and  trees;  draw  scale  plat;  suggestions 
for  improvement  of  grounds  by  addition  of  trees,  shrubs,  vines 
and  flower  beds ;  use  as  large  a  scale  as  convenient,  say  1  inch 
to  10,  20  or  40  feet,  according  to  size  of  lot. 

Extend  study  of  physiography  from  district  to  ward  and  par- 
ish, noting  rivers,  bayous,  swamps,  prairies,  woodlands,  lakes, 
public  roads  and  ward  lines.  Learn  to  read  the  thermometer  and 
make  morning  and  afternoon  records  of  temperature  out  of  doors. 
Study  weather  maps  obtained  from  Weather  Bureau,  New  Or- 
leans, noting  particularly  rain  areas,  change  in  directions  of  wind 
from  day  to  day  (Holden,  114).  Continue  seasonal  observations, 
particularly  in  boll  w^eevil  sections ;  plowing,  sowing,  tilling,  har- 
vesting and  marketing ;  record  observations  in  nature  study  note- 
books. Continue  study  of  the  heavens;  find  Mars  and  Jupiter  (if 
visible)  ;  try  to  see  IMercury  just  after  sunset  or  before  sunrise; 
locate  bright  stars  like  Sirius ;  note  the  milky  way  and  its  gradual 
run  across  the  sky;  give  legends  of;  observe  shooting  stars 
(Holden,  p.  39)  ;  extend  the  study  of  the  constellations. 

Animals. — Study  the  different  varieties  of  pure-bred  fowls  in 
the  district;  note  characteristics  of  each  as  to  form,  size,  weight, 


127 

laying  and  sitting  habits;  among  chickens,  learn  such  breeds  as 
brahma,  cochins,  langshans,  wyandottes,  Rhode  Island  reds, 
Plymouth  rocks,  leghorns,  etc.  (F.  B.  No.  51)  ;  chief  breeds  of 
ducks,  turkeys  (F.  B.  No.  200)  and  geese  (F.  B.  No.  64).  Study 
opossum  and  raccoon ;  get  live  specimens  for  study  in  class,  if 
possible. 

Birds.— Continue  study  of  birds  (Walker,  17,  53,  167;  F.  B. 
No.  54;  Hodge,  Holtz;  1905  Yearbook)  as  suggested  for  other 
grades;  Baltimore  oriole  (Walker,  53),  sparrows,  cardinal  or  red- 
bird,  purple  martin,  cowbird,  catbird,  shrike  and  sparrows  (F. 
B.  No.  54)  ;  extend  knowledge  of  pupils  to  include  recognition  at 
sight  of  all  common  birds  in  district;  observe  preying  habits  of 
owls,  kingbirds  and  hawks;  extend  study  of  game  laws  (see  be- 
low), learning  closed  and  open  seasons  for  game  birds;  organized 
system  for  protection  of  birds,  Audubon  Societies  (Hodge,  344; 
Holtz,  138)  ;  bird  day  in  schools  (pamphlets  of  State  depart- 
ments of  education).  Continue  practical  work  of  domestication, 
taming  and  feeding  birds,  as  begun  in  lower  grades;  develop 
greater  appreciation  of  birds  as  songsters  and  insect  and  vermin 
destroyers;  estimate  values  of  certain  birds  in  economy  of  gar- 
den, farm  and  orchard  (Blanchan). 

Game  Laws. — Act  No.  277  of  1908  makes  game  birds  of  the 
following:  geese,  brant,  wild  sea  and  river  ducks,  wood  ducks, 
rails  (mud  hens),  coots  (poule  d'eau),  gallinules,  snipe,  wood- 
cock, sandpipers  (chorooks  and  papabotte),  tattlers,  curlews, 
plover,  wild  turkey,  imported  pheasants,  grouse,  prairie  chicken, 
quail  and  doves.  The  closed  seasons  of  these  birds  are  as  fol- 
lows :  doves,  March  1  to  Sept.  1  ;  geese,  brant,  ducks,  rails,  coots, 
gallinules,  tattlers,  curlews  and  plover,  from  March  1  to  Oct.  1 ; 
turkeys,  cocks,  from  April  15  to  Nov.  1  ;  quail  and  woodduck, 
from  March  1  to  Nov.  1  :  snipe,  sandpipers,  from  May  15  to  Sept 
1 ;  blue- winged  teal  ducks,  from  April  15  to  Oct.  1.  Woodcock  and 
prairie  chickens  are  not  to  be  killed  nor  had  in  possession  at  any 
time  until  Dec.  1,  1910;  and  thereafter  from  Feb.  1  to  Dec.  1 
of  each  year. 

Act  No.  198  of  1906  makes  following,  in  addition  to  above, 
game  birds:  cranes,  ortolans  or  cedar-birds;  all  other  native 
and  migratory  birds  are  made  non-game  birds  by  Section  2  of 
this  act.  Section  3  makes  it  unlawful  to  kill,  catch  or  have  in 
-possession,  living  or  dead,  any  resident  or  migratory  bird  other 


128 

than  a  game  bird.  The  destruction  or  robbing  of  birds'  nests 
or  eggs  is  prohibited  by  Section  5. 

Act  No.  121  of  190G  makes  unlawful  the  snaring,  trapping  or 
capture  of  deer;  the  killing  of  a  doe  or  fawn  at  any  time;  the 
killing  or  hunting  of  deer  between  hours  of  sunset  and  day- 
break; the  killing  of  any  deer  during  seven  months  in  the  year, 
to  be  fixed  by  the  Police  Juries  of  the  several  parishes. 

Insects. — Find  and  study  cutworms,  cankerworms,  and  peach- 
tree  borers  (1905  Yearbook,  p.  330)  ;  make  more  systematic 
study  of  life  history  of  the  butterfly  and  moth,  teaching  name  of 
insects  at  different  stages  (Smith,  6-7)  ;  learn  plans  for  exter- 
mination (Smith,  12  and  13;  Hodge,  187,  196,  198).  Gather 
chinch,  stink  and  squash-bugs  for  insect  cabinet ;  observe  mode  of 
feeding  by  puncturing;  uselessness  of  ordinary  poisons  in  their 
destruction;  structure,  breathing  pores,  and  method  of  exter- 
mination by  spraying,  use  of  insect  powders,  trapping  and  hand 
picking  (Smith,  11,  55;  Burkett,  Stevens  and  Hill,  Chap.  VI; 
Hodge,  226;  Holtz,  Chap.  XIY).  Study  different  varieties  of 
mosquitoes  (Mosquito  Destruction,  N.  0.  Board  of  Health,  1902- 
3)  ;  rear  in  class-room;  note  life  changes,  hatching,  development, 
coming  out  in  full  grown  insect;  relation  to  diseases,  as  malaria, 
yellow  fever  (F.  B.  No.  155). 

Fishes. — Extend  observation  of  common  fishes  of  locality, 
pike  and  goggle-eye ;  note  foods,  habits,  haunts,  spawning  season, 
value  as  food ;  protection  by  fish  laws. 

The  closed  season  for  fishes  is  as  follows:  black  bass  (green 
trout),  Feb.  1  to  May  15 ;  striped  bass  (bar  fish),  Dec.  1  to  March 
1;  catfish  (excepting  spoonbill  and  buffalo),  March  1  to  May  1; 
all  other  species  from  Dec.  1  to  March  1  in  each  year. 

Toad. — Find  number  of  toads  on  school  and  home  premises; 
note  habits  as  nocturnal  animals ;  place  a  pair  in  vivarium ;  make 
feeding  tests ;  estimate  value  of  toad  to  garden  and  farm ;  protec- 
tive coloring  and  habits;  life  history;  song  of  (see  Hodge,- Chap. 
XVI,  for  method  of  study  and  full  treatment  of  subject)  ;  rear 
toad  from  spawn  in  aquarium. 

Trees.— Sycamore,  ash,  walnut  and  pecan,  as  types  of  decid- 
uous hardwoods;  magnolia,  live  oak,  and  holly,  as  types  of  ever- 
greens; plum  and  orange  trees  as  types  of  fruit  trees.  Observe 
•^ore  closely  the  budding  of  trees  in  sprin^j;  appearance  and 


129 

form  of  flowers;  formation  of  fruit  or  seed;  economic-  values. 
Continue  developing  greater  appreciation  of  trees ;  keep  in  touch 
with  the  work  of  such  organizations  as  The  New  Orleans  Tree 
Society;  study  best  methods  of  planting  trees  (F.  B.  No.  134). 

Shrubs. — Develop  familiarity  with  more  common  shrubs  of 
district,  noting  size,  shape,  growth,  flowers,  time  of  shedding  of 
leaves;  the  pittosporum,  privet,  pomegranate,  japonica,  cape 
jessamine,  sweet  olive,  etc. ;  use  in  decoration  of  home  and  school 
grounds. 

Flowers. — Study  common  garden  flowers  with  a  view  to 
greater  familiarity ;  note  time  of  planting ;  depth  to  plant  bulbs ; 
form  of  flowers,  as  in  ealladium  or  elephant  ears;  have  compe- 
tent flower  garden  designing ;  study  phlox,  pansy,  iris,  calla  lily, 
lily  of  the  valley,  hydrangea,  and  caladium.  Study  the  clovers 
and  such  wild  flowers  and  weeds  as  aster,  wild  pansy,  wild  ver- 
bena, trillium,  yellow  jessamine,  and  trumpet  vine;  burdock, 
pokeweed,  ragweed,  camomile,  and  purslane.  Note  natural  meth- 
ods of  distribution  or  dispersal  of  seed  of  each;  extend  study  of 
seed  dispersal;  also  of  different  parts  of  flower,  calix,  corolla, 
stamens,  and  pistils;  learn  names,  and  explain  function  of  each 
(Burkett,  Stevens  and  Hill,  44). 

Fifth   Grade. 

Land,  Water  and  Sky. — Make  careful  inspection  of  vicinity 
of  school,  noting  directions  and  measuring  distances;  draw  plat 
of  district  to  suitable  scale,  locating  roads,  farms,  creeks  or 
bayous,  and  trees ;  use  scale  of  1  inch  per  100  feet.  Keep  rainfall 
record  throughout  term ;  compare  amount  of  fall  of  different 
months ;  relation  of  plant  growth  and  crops  to  rainfall.  Continue 
noting  the  weather  and  study  more  fully  the  weather  maps;  ob- 
serve areas  of  high  and  low  pressure,  and  relation  to  direction  of 
winds  and  rain  areas.  If  a  barometer  is  available,  learn  to  read 
it.  Discuss  value  of  weather  forecasts  to  farmers,  frait  growers, 
truck  gardeners,  sea  vessels,  etc.  (See  ** Weather  Bureau  and 
the  Public  Schools,"  Reprint  1907  Yearbook.) 

Extend  study,  by  observation  and  simple  experiments,  of 
minerals  common  to  district;  observation  of  common  metals; 
learn  to  distinguish  these;  visit  blacksmith  shop  when  studying^ 
iron  and  note  process  of  welding;  also  tinsmith's  shop,  when 
studying  tin  and  zinc.   How  is  galvanized  iron  made  1   Tin  plate  ? 


130 

Brass  1  •  What  af  e  alloys  ?  Per  cent  of  pure  silver  in  coin  ?  Uses 
of  each  metal. 

Animals. — The  cow  and  sheep ;  value  to  man,  distribution,  im- 
portant breeds  (F.  B.  No.  160  and  200).  Wild  animals  not  in- 
cluded in  lower  grades,  such  as  wildcat,  deer,  fox,  skunk. 

Birds. — Extend  study  of  birds  common  to  the  neighborhood, 
ricebird  or  bobolink  (F.  B.  No.  54),  snipe  (Holder,  113),  house 
wren  (Walker,  68),  coot  (poule  d'eau),  wild  ducks  and  geese, 
rail  (mudhen),  and  herons. 

Continue  study  of  game  laws  and  fish  laws. 

Insects,  etc. — The  cattle  tick;  growth;  shedding  of  skins, 
food,  dropping  to  ground  of  full  grown  tick,  laying  eggs  in  pas- 
ture land;  find  eggs  and  small  ticks  among  the  grass;  study  the 
methods  of  controlling  and  of  eradicating  from  pastures.  Ob- 
serve botflies  (Hodge,  419),  horseflies  and  hornflies;  breeding,  in- 
jury to  stock.  Spiders,  varieties,  structure,  habits,  food,  spin- 
ning of  webs,  value  as  insect  destroyers  (Hodge,  419 ;  Cooke,  19). 
Lady-birds  or  lady-bugs,  varieties  of,  breeding  places,  value  in 
destruction  of  plant  lice  (Hodge,  254),  snapping  beetle  and 
cucumber  beetle  (Smith,  42). 

Snakes,  Etc. — Learn  to  recognize  the  common  snakes  and  liz- 
ards of  the  district;  divide  into  venomous  and  harmless;  study 
habits,  foods,  economic  value  (Hodge,  412).  Much  detailed  in- 
formation on  snakes  can  always  be  obtained  from  farmers  and 
close  observers  (Holtz,  161;  Burnet,  154).  Study  the  fresh 
water  mussel,  where  they  abound  (Burnet,  47)  ;  the  oyster  along 
gulf  coast  (Burnet,  51)  ;  and  the  snail  (Kelly,  164). 

Trees. — Pupils  in  this  grade  should  know  by  name  all  com- 
mon plants  of  the  district;  continue  observing  all  varieties  of 
trees  in  the  vicinity  of  the  school ;  give  credit  to  pupils  that  ob- 
serve characteristics  heretofore  not  noticed;  ascertain  how  many 
trees  of  a  certain  kind  under  study  are  to  be  found  within  a 
given  distance  from  the  schoolhouse;  take  sense  of  pupils  on 
most  beautiful  tree  around  the  school ;  what  patrons  of  the  school 
are  planters  of  trees  ?  Compare  growth  of  trees  in  forest  and  in 
open  ground;  observe  process  of  natural  pruning;  purpose  of 
pruning ;  methods  of  artificial  pruning  of  shade  trees,  fruit  trees, 
grape  vines,  etc.  (F.  B.  No.  180).  Lead  pupils,  and  patrons 
through  pupils  and  arbor  day  exercises,  to  plant  shade  and  fruit 


131 

trees  on  the  home  grounds,  and  shade  trees  along  public  roads  (F. 
B.  Nos.  134,  154,  185;  Arbor  Day  Manuals;  Holtz,  p.  374). 

Flowers. — Study  the  flowers  grown  in  school  and  home  gar- 
dens; the  daisy,  aster,  carnation,  pink  chrysanthemum,  poppy, 
heliotrope,  geraniums.  Learn  parts  of  flowers ;  stigma,  ovary, 
anther,  sepals,  petals;  function  of  each  (Burkett,  Stevens  and 
Hill,  44).  Extend  the  study  of  pollination;  different  provisions 
for,  such  as  wind,  bees,  butterflies.  Nature's  method  of  pre- 
venting self-pollination  or  in-breeding:  development  of  stamen 
and  pistil  at  different  times,  as  in  common  sage  and  fireweed 
(Dana,  227)  ;  inaccessibility  of  pollen  to  stigma,  as  in  the  iris; 
monoecious  plants,  on  which  staminate  and  pistillate  flowers  oc- 
cur separately,  as  in  the  oak,  pine,  hickory,  pumpkin  and  corn; 
dioecious  plants,  where  the  sterile  and  fertile  flowers  are  borne 
on  different  plants,  as  in  the  willow,  sassafras,  and  black  gum. 
Find  fertile  and  sterile  flowers  on  garden  plants,  such  as  melon, 
cucumber,  cashaw,  pumpkin,  squash,  etc.  (Dana,  196-202;  Bur- 
kett, Stevens  and  Hill,  48  to  53).  Study  different  natural  and 
artificial  methods  of  propagating  plants;  by  seed  as  in  cabbage 
and  corn;  spores,  as  in  mushrooms;  rootsocks  as  in  Johnson 
grass ;  stolons  or  runners  as  in  strawberry ;  bulbs  and  corms  as  in 
lily;  onion  and  caladium;  cuttings  as  in  the  grape,  willow,  hy- 
drangea ;  leaf -cutting  as  in  geraniums  and  begonias ;  tuber  as  in 
Irish  potato;  layering  as  in  vines;  and  grafting  and  budding. 
(F.  B.  No.  157;  Burkett,  Stevens  and  Hill,  54,  83;  Hodge,  155.) 
Continue  study  of  wild  plants  and  weeds  (Burkett,  Stevens  and 
Hill,  73),  chickory,  mullein,  dock,  thistles,  chickwood,  Bermuda 
grass,  crab  grass,  coco  (nut)  grass;  method  of  controlling  (F.  B. 
No.  28)  ;  poisonous  weeds  and  plants  (Hodge,  118;  F.  B.  No.  86). 
Study  wild  and  cultivated  vines ;  find  names  of  all  varieties  from 
farmers  in  neighborhood;  plant  selected  ones  on  school  grounds 
and  home  grounds. 

Sixth   Grade. 

Weather. — Cyclone  and  tornado;  causes  of;  courses;  predic- 
tion. Use  of  the  barometer ;  high  and  low  pressure  areas ;  results 
of ;  storm  signals;  damage  to  crops,  buildings,  forests,  birds,  etc., 
caused  by  storms  and  cyclones. 

Minerals. — More  detailed  study  of  coal;  how  formed  and 
mined ;  different  varieties ;  uses  for  heating  and  in  manufactures ; 
coal  fields  of  the  United  States;  products  of  distillation  of  coal 


132 

gas,  coke,  tar,  coal  tar  products,  medicines,  kerosene,  gasoline, 
vaseline,  paraffine,  lubricating  oils.  Natural  gas ;  where  found  in 
Louisiana  and  other  states ;  uses  of ;  how  distributed  from  fields. 
Gases  in  the  atmosphere ;  properties  of.  More  extensive  study  of 
other  minerals  found  in  Louisiana:   sulphur,  salt,  stones,  etc. 

Animals. — Riiview  study  of  farm  animals  as  to  form,  use  to 
man,  food,  distribution,  breeds,  etc.  Also  wild  animals;  the 
mink,  fox,  bear,  and  other  fur-bearers. 

Birds. — Review  study  of  all  game  birds,  including  the  wood- 
cock, sandpiper  (papabotte)  and  plover;  also  study  the  barn 
swallow,  fly  catchers,  nonpareil,  scarlet  tanager,  and  warblers. 

Insects. — The  potato  beetle;  sugar  cane  borer  (in  cane  sec- 
tion) ;  corn  and  bean  weevils;  plum  curculio;  pecan  caterpillar; 
agricultural  or  fire  ant;  cicada  (harvest  fly);  blue  bottle  fly; 
coddling  moth. 

Miscellaneous. — Study  of  the  elephant,  camel,  reindeer,  mole, 
myriapod,  sowbug. 

Trees. — Study  of  forest  trees:  the  maple,  cypress,  pine,  pop- 
lar, sycamore,  gum,  etc.  Lay  stress  on  such  points  as  the  follow- 
ing: rapid  destruction  of  our  forests  through  forest  fires  and 
reckless  cutting  of  timber ;  effect  of  forest  destruction  on  climate, 
flow  of  water,  inundations,  health,  birds  and  wild  animals.  Study 
the  life  of  the  tree — how  it  breathes  and  feeds;  its  flower,  fruit, 
bark,  trunk,  limbs,  and  leaves.  Present  the  elementary  prin- 
ciples of  forestry  as  given  by  Pinchot  in  *'A  Primer  of  For- 
estry," which  is  Farmers'  Bulletin  No.  173.  Study  in  detail 
shrubs  listed  under  First  Grade  above. 

Flowers. — Study  such  cultivated  and  wild  flowers  as  have 
not  been  taken  up  in  detail  in  previous  grades.  In  this  study 
lay  the  basis  for  the  more  scientific  work  to  be  done  in  elementary 
agriculture  in  the  next  grade ;  develop  a  scientific  attitude  on  the 
part  of  pupils ;  lead  them  to  find  out  the  why  of  things  in  order 
to  reveal  the  how.  Study  the  different  kinds  of  roses  (commoner 
ones)  in  connection  with  the  garden  work;  make  cuttings  of 
these.  Have  a  competitive  growing  of  some  flower,  as  the  chrys- 
anthemum, pansy  or  carnation. 

Weeds. — Study  other  important  weeds  of  the  locality,  the  dis- 
tribution of  their  seed,  other  means  of  propagation,  method  of 
control;  the  curly  indigo,  turtle  back,  tadpole  grass,  blue  grass, 


133 

horse  nettle,  alligator  head,  water  grass,  sea  weed,  Johnson 
grass,  tie  vines,  broom  sudge.  (Farmers'  Bulletin  No.  28;  also 
bulletin  on  rice  and  its  weeds.  Experiment  Station,  Baton 
Rouge. ) 

SCHOOL  GARDENS. 

Notes.  1.  The  course  here  outlined  is  for  the  first  five  grades. 
For  higher  grades,  the  school  garden  should  form  a  part  of  the 
study  in  elementary  agriculture. 

2.  For  each  grade  suggestions  are  made  of  plants  to  b:^  grown. 
The  order  suggested  is  not  mandatory.  Besides,  other  vegetables, 
flowers,  crops,  etc.,  may  be  grown  than  those  listed,  or  certain 
crops  may  be  grown  in  successive  years  by  the  same  pupils. 

3.  In  early  grades,  so  far  as  possible,  use  plants  with  large 
seeds  and  of  easy  growth. 

4.  In  the  lower  grades,  it  may  be  thought  better  in  some 
schools  to  have  class  beds  or  group  beds.  In  one-teacher  schools 
this  is  necessary.  However,  where  possible,  each  pupil  should 
have  his  own  plot. 

5.  Have  pupils  keep  such  records  as  the  following:  Time  of 
planting ;  time  of  sprouting ;  cultivation ;  fertilizer  used ;  time  of 
harvesting;  insects  attacking  the  crop  or  plant;  description  of 
such  insects  with  drawings. 

6.  In  sections  where  some  of  the  crops  named  will  not  mature 
before  the  close  of  the  school  term,  and  no  provision  can  be  made 
for  their  care  during  the  summer,  substitute  others. 

7.  In  each  grade  have  competitive  growing  of  a  flower  and 
vegetable,  carefully  selected,  and  adapted  to  the  grade.  On  ex- 
hibit day,  invite  patrons  to  inspect  the  produces  of  the  garden 
thus  grown. 

References: 

How  to  Make  School  Gardens,  Hemenway,  Doubleday,  Page 
&  Co. 

The  School  Garden,  Corbett,  Farmers'  Bulletin  No.  218. 

School  Gardens,  Galloway  (Bui.  No.  160),  office  of  Exp.  Sta., 
Washington,  D.  C. 

Propagation  of  Plants,  F.  B.  No.  157. 

The  Vegetable  Garden,  F.  B.  No.  94. 

The  Home  Vegetable  Garden,  F.  B.  No.  255. 

Annual  Flowering  Plants,  F.  B.  No.  195. 


134 

Beautifying  the  Home  Grounds,  F.  B.  No.  185. 

A  Primer  of  Forestry,  F.  B.  No.  173. 

Weeds  and  How  to  Kill  Them,  F.  B.  No.  28. 

Garden  Making,  L.  H.  Bailey,  Grosset  &  Dunlap,  New  York. 

Nature  Study,  Holtz,  Scribner's  (Chaps.  16-18). 

Agriculture  for  Beginners,  Burkett,  Stevens  &  Hill  (Chap. 

11). 

Nature  Study  and  Life,  Hodge,  Ginn  &  Co.  (Chap.  8). 

Among  Country  Schools,  Kern  (Chap.  4). 

Farmers'  Bulletins  and  Flower  Catalogues  of  Seed  Houses. 

Report  of  Committee  on  Investigation  of  School  Problems  of 
Louisiana  State  Teachers'  Association  for  1909. 

First   Grade. 

Vegetables. — Plant  lettuce  and  cabbage  seeds  indoors,  in  hot- 
bed, or  in  cold  frame,  according  to  season,  to  be  transplanted  to 
the  garden  in  early  fall  or  spring.  Note  germination  and  devel- 
opment of  small  plant.  Prepare  garden  bed  carefully  before 
setting  out  the  plants ;  cultivate  with  care,  keep  free  of  weeds  and 
grass;  keep  surface  soil  broken  into  a  mulch;  observe  growth. 
Plant  radishes  in  rich  soil  and  keep  well  supplied  with  moisture ; 
study  this  as  a  type  of  root  crop.  Kohlrabi  grow  readily  and  are 
interesting  to  children.  Onions,  as  type  of  bulb  plant,  may  be 
grown  from  sets  planted  in  early  spring.  At  the  beginning  of 
the  school  garden  work,  teach  the  pupils  the  use  of  garden  tools 
in  simple  operations,  such  as  light  hoeing,  raking,  weeding,  using 
garden  line ;  watering ;  also  shading,  sowing,  thinning,  etc.  Have 
every  row  straight;  accept  nothing  but  the  child's  best  work; 
teach  him  that  there  is  a  best  and  that  he  should  always  work 
toward  it.     (Holtz,  p.  263;  Kern,  Chap.  IV.) 

Flowers. — Grow  the  flowers  studied  this  year  as  part  of  the 
nature  study  course :  sweet  peas,  nasturtiums,  honeysuckles,  vio- 
lets and  jonquils.  Plant  as  early  as  the  season  and  the  school 
term  will  allow,  and  endeavor  to  have  flowers  during  entire  ses- 
sion. If  necessary,  have  the  flowers  on  border  beds  around  the 
schoolhouse  or  the  fences.  Consult  seed-house  catalogues  for 
time  of  planting,  kind  of  soil,  cultivation  and  care  of  plants.  Be- 
gin competitive  flower  growing,  using  for  this  grade  the  dwarf 
nasturtium  or  jonquil. 

Window  Garden. — ]\Iany  plants  grow  as  well  indoors  as  out- 
doors;  some  grow  better.     Use  these  in  the  window  garden. 


135 

Make  the  boxes  slope  toward  the  sun;  if  possible,  use  a  south 
window  (Burkett,  Stevens  and  Hill,  p.  281).  Plant  common 
flowering  plants :  geraniums,  colejis,  jonquils,  asters,  sweet  peas. 
Other  common  flowers  may  be  added,  and  such  plants  as  Boston 
and  sword  ferns,  begonias,  etc. 

Second  Grade. 

Vegetables. — Plant  garden  peas  in  early  fall;  early  varieties 
mature  before  frost  in  southern  part  of  State,  but  they  may  also 
be  planted  in  early  spring ;  plant  late  varieties  in  late  fall.  Bush 
beans  will  bear  before  frost  if  planted  in  early  fall ;  plant  also  in 
spring  after  danger  of  frost  is  past.  Plant  turnips  in  fall  and 
late  winter ;  also  onion  seed  in  fall,  to  be  transplanted  when  size 
of  goose  quill.  Grow  sweet  or  bell-pepper,  by  transplanting  early 
from  box  in  class-room  or  from  hotbed  (F.  B.  No.  94).  If  term 
does  not  last  long  enough  for  plants  to  mature  before  close,  sub- 
stitute other  common  vegetables,  such  as  kale,  collards,  etc.  Ex- 
tend instruction  as  to  garden  operations;  teach  the  value  of  fer- 
tilizers and  illustrate  by  fertilizing  parts  of  rows  or  beds.  Be- 
gin to  divide  plants  according  to  natural  methods  of  propaga- 
tion.   Compare  bulb  and  root  plants,  as  onions  and  turnips. 

Flowers. — Plant  easily  grown  flowers,  such  as  verbena,  petu- 
nias, balsam,  mignonette,  narcissus,  marigold,  larkspur,  etc.  Per- 
ennials may  also  be  planted :  hollyhocks,  bluebells,  hibiscus,  etc. 
Plant  tall  nasturtiums  around  base  of  house;  a  vine,  such  as 
honeysuckle  or  cypress,  about  some  of  the  windows  or  the  porch. 
Other  climbers  are  coba;a,  Virginia  creeper,  climbing- roses,  Eng- 
lish ivy,  passion  vine,  morning  glory.  Learn  to  make  cuttings 
of  rose  bush,  carnation,  fuchsia;  for  begonias  use  the  leaf  (see 
Holtz,  p.  287). 

Window  Garden. — Add  new  plants  to  the  window  garden, 
such  as  ostrich-plume,  fern,  maiden-hair  fern,  wandering  Jew, 
giant  narcissus,  hyacinth,  and  other  bulb  plants,  cypress  vines, 
etc.  Train  vine  around  border  of  window.  The  sweet  potato 
makes  a  rapidly  growing  and  pretty  vine.  The  water  hyacinth 
may  readily  be  grown  in  water  in  the  window.  If  the  class  has 
a  large  aquarium,  set  one  of  these  plants  in  it.  Have  competitive 
flower  growing  and  continue  it  through  higher  grades;  at  first 
use  easily  grown  plants  (see  Holtz,  p.  292) . 


136 
Third  Grade. 

Vegetables. — Plant  Irish  potatoes  in  early  fall;  note  manner 
of  growth.  Is  the  potato  a  root  or  does  it  grow  on  the  stem 
(tuber)  ?  Plant  again  in  early  spring.  Plant  beets  in  early  fall 
and  late  winter;  also  carrot  and  stock  beets  or  mangels.  French 
artichokes  are  perennials ;  set  out  young  plants  or  shoots  during 
winter,  fertilizing  abundantly.  Plant  spinach  in  fall,  for  use  as 
a  winter  vegetable.  After  opening  of  school,  set  out  strawberry 
plants;  cultivate  and  keep  free  of  weeds;  a  few  berries  may  be 
expected  the  following  spring.  Popcorn  may  be  planted  in 
spring.  Continue  developing  skill  in  use  of  garden  tools.  Be- 
gin making  comparative  study  of  plants  grown;  compare  the 
Irish  with  the  sweet  potato;  note  that  former. is  a  tuber,  latter 
is  a  root ;  observe  formation  of  sprouts  on  each ;  how  is  each  one 
propagated;  difference  between  sweet  potato  grown  from  plant 
and  from  vine,  etc.  Begin  study  of  soils,  properties  of  the  soil, 
relation  to  plant  growth,  plant  food  in  the  soil;  purpose  of 
humus  in  the  soil.  Demonstrate  such  properties  as  capillarity, 
porosity,  texture,  water  retention,  water  saturation,  etc.  Note 
attack  of  insects  on  plants,  particularly  plant-lice,  cut-worms, 
cabbage  worms,  chinch  and  stink-bugs ;  how  are  these  controlled  ? 

Flowers. — Add  new  flowers  to  those  already  grown  in  the 
flower  garden,  such  as  portulaca,  candytuft,  sweetwilliam,  poppy, 
Easter  lily,  sunflower,  morning  glory,  castor-bean.  The  sun- 
flower and  castor-bean  plants  are  well  adapted  for  ornamentation 
of  corners,  hiding  outhouses,  covering  unsightly  objects.  Wild 
flowers  may  well  be  added  to  those  grown  on  the  school  grounds, 
such  as  the  wild  primrose,  golden-rod,  buttercup,  aster,  trumpet 
vine,  etc.  Continue  practice  in  growing  cuttings  and  in  layering 
(F.  B.  No.  218).  Have  semi-annual  exhibit  of  flowers  from 
garden,  to  which  invite  the  patrons. 

Window  Garden. — Continue  the  use  of  the  window  garden  in 
this  and  subsequent  grades.  Nothing  adds  more  to  this  phase  of 
garden  work  than  the  use  of  bulb  plants  grown  in  bulb  glasses 
kept  full  of  water.  Order  bulbs  from  seed  houses  soon  after 
opening  of  school.  The  large  narcissus,  crocus,  hyacinth,  tulip 
and  some  lilies  are  well  adapted  to  such  growth.  (See  Holtz, 
p.  286). 


137 

Fourth  Grade. 

Vegetables. — Continue  care  of  French  artichokes  and  straw- 
berries planted  last  year  in  third.  Propagate  latter  from  run- 
n^s.  Plant  tomatoes  in  early  spring;  plants  should  be  grown 
in  class-room  by  sowing  in  box  early  in  March  in  central  part  of 
State,  or  in  hotbed  or  coldf rame,  according  to  season ;  note  man- 
ner of  growth;  prune  shoots  as  they  come  out,  and  leave  main 
stalk  only;  make  provision  to  keep  fruit  from  touching  the 
ground;  look  for  tomato  worms  (F.  B.  No.  220).  Plant  salsify 
and  endive  in  fall  for  winter  growing ;  tie  up  'latter  at  proper 
time  for  bleaching;  lead  pupils  to  plant  these  in  the  home  gar- 
den. Plant  cucumber,  squash  and  pumpkin  after  danger  of 
frost  is  over;  early  cucumber  may  be  started  in  hotbed,  trans- 
planted to  coldframe,  and  then  set  out  in  garden.  This  insures 
an  earlier  crop.  In  connection  with  these  plants,  study  staminate 
and  pistillate  flowers:  note  the  difference  in  appearance  of  the 
two ;  observe  what  grows  into  the  fruit ;  enclose  pistillate  or  fer- 
tile flower  as  it  opens  in  tissue  paper  bag.  Does  this  flower  pro- 
duce a  fruit?  Remove  stigmas  on  others  and  note  effect.  Fer- 
tilize fertile  flower  tied  up  as  above  with  pollen,  using  a  camel's 
hair  brush ;  cover  again  and  note  result.  Begin  to  learn  the 
names  of  the  parts  of  the  flower,  and  to  study  pollination.  Con- 
tinue the  study  of  insects  injurious  to  the  garden.  (See  Bui. 
197,  Agricultural  College,  "West  Raleigh,  N.  C.)  Find  eggs  of 
cabbage  butterfly  and  other  insects  affecting  the  cabbage;  rear 
worm  in  insect  cage;  note  formation  of  pupa  from  larva,  and 
coming  out  of  the  imago.  Extend  the  study  of  the  soil,  its  origin, 
properties,  adaptability  to  certain  crops,  kinds  of  soils,  etc.  Fer- 
tilization of  soil ;  different  fertilizers ;  green  manuring ;  drainage ; 
retention  of  moisture. 

Flowers. — Continue  extending  acquaintance  of  pupils  with 
common  cultivated  flowers  by  growing  these  at  the  school.  Divide 
varieties  among  the  pupils  or  groups  if  deemed  necessary.  Us_e 
phlox,  pansy,  iris,  calla  lily,  flag  lily,  lily  of  the  valley,  crocus, 
hydrangea,  calladium,  dahlia,  cosmos,  etc.  For  list  of  other 
flowers,  whether  annual  or  perennial,  time  of  blooming,  etc.,  see 
Holtz,  p.  295.  Extend  plan  for  ornamentation  of  the  school 
grounds  to  the  planting  of  vines  around  outhouses ;  hedges,  such 
as  California  privet,  along  fences  or  walls,  or  to  cut  off  portions 
of  the  grounds;  and  trees  and  shrubs  about  the  school  lot  (F.  B. 


136 

No.  134).  The  latter  should  be  done  systematically  after  a  plan 
adopted  for  the  improvement  of  the  grounds.  Many  of  the  trees 
may  be  grown  at  school  from  the  seed,  such  as  oaks,  hickory,  wal- 
nut, pecan,  camphor,  magnolia,  holly,  hawthorn  and  cedar.  Other 
trees  can  best  be  had  out  of  the  woods,  such  as  maples,  cotton- 
wood,  sycamores,  hackberries,  etc. 

Field  Crops. — Have  a  class  or  school  bed  for  the  growth  of 
field  crops.  Begin  with  the  grains,  planting  oats  and  barley 
(such  as  the  winter  bearded  sort)  in  the  fall.  Wheat  may  also 
be  grown,  more  .to  familiarize  the  pupils  with  this  grain  crop 
than  to  secure  yield.  To  exemplify  use  of  these  as  forage, 
bearded  vetch  may  be  mixed  with  them.  Note  formation  of  any 
smut  in  these  crops,  and  learn  how  to  control  it.  Plant  corn  in 
March  or  April,  preferably  early  maturing  varieties,  and  pro- 
vide for  care  of  the  crop  after  close  of  school.  Try  effect  of  fer- 
tilizers on  these  crops.  Study  these  as  types  of  grain  crops; 
note  flower  of  each  plant;  discover  how  pollination  takes  place 
in  each  case;  study  wind  pollination  in  corn.  Before  planting 
the  corn,  make  systematic  test  of  the  vitality  of  the  seed  used. 
(See  F.  B.  Nos.  298,  199,  81,  253,  229  on  corn;  Nos.  276,  225  and 
250  on  oats.)  If  suitable  spot  can  be  found  plant  rice.  A  low 
spot  that  can  be  drained  is  best.  Sow  seed  in  April.  Study  the 
plant. 

Fifth   Grade. 

Vegetables. — For  fall  and  winter  work,  grow  cauliflower  and 
celery;  study  needs  of  these  crops  as  to  fertilizers,  cultivation, 
and  care.  Lead  pupils  to  try  to  grow  these  crops  in  the  home 
garden.  In  the  spring,  plant  okra,  eggplant,  butter  (lima)  beans, 
and  pole  beans.  By  pruning  tomato  plants  grown  by  Fourth 
Grade  in  the  spring,  these  may  be  made  to  yield  a  fall  crop  in 
certain  parts  of  the  State.  Demonstration  work  should  begin  to 
form  part  of  the  course  in  such  simple  ways  as  the  following: 
Difference  in  yield  of  crops  grown  on  land  deeply  broken  and  on^ 
land  that  is  shallow;  of  crops  grown  on  soil  that  has  been  ma- 
nured and  on  poor  soil ;  of  crops  to  which  cotton  seed  meal  has  or 
has  not  been  applied ;  or  to  which  other  fertilizers  have  or  have 
not  been  added.  Extend  simple  experiments  on  soils  (F.  B.  No. 
218),  germination  of  seeds,  depth  of  planting,  budding,  etc. 


139 

Flowers. — Add  other  flowers  to  the  variety  already  in  the 
garden.  Such  flowers  as  the  following  grow  well:  The  daisy, 
aster,  carnation,  chrysanthemum,  pinks,  mignonette.  Add  new 
varieties  to  the  rose  garden.  Show  need  of  caring  for  geraniums, 
fuchsias,  and  begonias  during  winter.  A  number  of  the  wild 
flowers  should  be  added  to  the  garden :  the  dandelion,  violet,  col- 
umbine, phlox,  spring  beauty;  also  wood  ferns.  Continue  work 
on  the  ornamentation  of  the  school  lot  (F.  B.  No.  134) ;  add  some 
of  the  trees  required  to  complete  the  scheme  for  improving  the 
grounds;  plant  in  appropriate  parts  such  shrubs  as  the  follow- 
ing: Cape  jasmine,  magnolia,  pittosporum,  arbor  vitae,  camelia, 
japonica,  boxwood.  A  large  tuft  of  common  switch  cane  rounds 
off  a  corner  gracefully ;  the  wild  palmetto  is  as  effective  in  orna- 
mentation as  the  cultivated  palms. 

Field  Crops. — Some  acquaintance  should  be  given  to  the 
many  pupils  that  leave  school  after  this  year  with  other  crops 
of  economic  value,  such  as  cotton,  cane,  sorghum,  and  cowpeas. 
One  bed  for  the  whole  class  may  be  devoted  to  these  crops,  and 
such  others  as  were  grown  in  the  Fourth  Grade  may  be  added 
as  may  be  thought  necessary.  These  crops  will  give  an  oppor- 
tunity to  make  practical  demonstration  of  the  value  of  certain 
fertilizers.  Show  value  of  the  cowpea  as  a  fertilizer;  study 
nodules ;  find  other  plants  that  fertilize ;  to  what  family  do  they 
belong  ?  Note  mode  of  propagation  of  sugar  cane ;  observe  shoots 
formed  by  cane  and  sorghum.  Make  a  study  of  the  boll  weevil 
in  connection  with  the  work  on  cotton. 


Physiology  and  Hygiene. 


Note. — Keep  the  subject  and  its  study  within  the  grasp  of 
the  pupils ;  use  illustrations,  pictures,  poems  and  stories  to  main- 
tain a  vital  interest;  lay  stress  upon  the  joy  of  possessing  a 
strong,  clean  body;  require  the  pupils  to  make  practical  appli- 
cation of  the  rules  of  health  as  these  are  developed  by  study ;  ex- 
emplify to  the  class  the  value  of  abstinence  from  the  use  of  in- 
toxicants and  narcotics.  Health  lessons  should  be  given  in  the 
lower  grades  along  with  the  work  in  nature  study. 

FIFTH   GRADE    (First    Term). 

Adopted  Text:  Krohn's  First  Book  in  Physiology  and  Hy- 
giene. 

1.  Food. — ^Why  we  eat;  what  to  eat;  kinds  of  food — for 
warmth,  work,  growth;  excessive  eating.  Mineral  foods:  salt, 
lime,  soda,  potash,  iron.  Animal  foods:  milk,  butter,  cheese, 
eggs,  fish  and  meat.  Vegetable  foods:  vegetables,  fruits,  pre- 
serves, bread,  grains.  Classify  foods;  whether  starchy,  nitro- 
genous, fatty.    Cooking :   purposes  of ;  how  done. 

2.  Drink. — ^Water:  need  of  to  the  system;  why;  when  to 
drink;  pure  and  impure  water;  contamination  of  drinking 
water;  how  effected  and  how  prevented;  diseases  transmitted 
through  water.     Other  drinks:  milk,  tea,  coffee,  and  stimulants. 

3.  Digestion. — ^What  it  is;  how  effected;  mouth  digestion; 
from  mouth  to  stomach;  digestion  in  the  stomach;  in  the  small 
intestines;  function  of  the  liver  and  pancreas  in  digestion;  the 
large  intestine. 

4.  Impure  Foods. — ^Why  manufactured  foods  are  made ;  what 
adulterated  foods  are;  why  adulterated;  diseased  foods:  dangers 
of ;  impurity  in  milk ;  causes ;  how  to  get  clean  milk. 

5.  Intoxicants  and  Narcotics. — What  these  are ;  false  appe- 
tite; temperance  and  intemperance;  alcohol  and  alcohol  habit; 
effects  of  alcohol  on  the  system;  cost  of  alcohol  habit.  Use  of 
tobacco:  effect  of  on  the  human  system;  harmfulness  to  growth 
and  development;  dangers  of  the  cigarette. 


141 

FIFTH  GRADE    (Second  Term). 

Adopted  Text:  Krohn's  First  Book  in  Physiology  and  Hy- 
giene. 

6.  The  Teeth. — Observations  of ;  parts  of  a  tooth ;  kinds ;  care 
of  the  teeth ;  value  of  cleanliness  of  the  mouth. 

7.  The  Blood  and  Circulation.^Components  of  the  blood; 
red  and  white  corpuscles;  function  of  each;  flow  of  the  blood 
through  arteries,  capillaries  and  veins.  The  heart :  pulse ;  circu- 
lation of  blood  through;  effects  of  alcohol  and  tobacco  on  the 
heart. 

8.  Respiration. — Why  we  breathe;  how  we  breathe;  air  pas- 
sages and  lungs ;  ventilation ;  how  effected.  Action  of  alcohol  on 
the  lungs. 

9.  The  Skin  and  Kidneys. — Scarf  skin,  use  of;  pigment  in 
skin,  where  found  and  effect ;  true  skin ;  sweat  glands  and  pores ; 
hair;  oil  glands;  pimples  and  boils;  nails.  The  kidneys:  shape, 
structure,  use  of.  Care  of  the  skin:  bathing,  swimming;  colds, 
how  caught.  Effect  of  alcohol  on  the  skin ;  care  of  the  nails  and 
hair.  Clothing:  for  warmth;  proper  and  harmful  clothing; 
adaptation  to  season ;  clean  clotlTes. 

10.  Skeleton. — As  framework  of  body;  bones;  strength  of; 
fracture;  joints;  dislocation;  sprains. 

11.  The  Muscles. — ^What  they  are;  how  attached;  method  of 
action;  development  of  the  muscles;  use  of  exercise,  games,  etc. 
Evil  effect  of  alcohol  on  the  muscles. 

12.  Rest. — Need  and  necessity  for  rest;  different  ways  of 
resting ;  change  of  occupation ;  inaction ;  sleep. 

13.  The  Nervous  System. — Parts  of;  action  of  the  brain; 
functions  of;  habit;  importance  of  correct  and  proper  habits; 
how  habits  are  formed;  care  of  the  brain  and  nervous  system; 
sight  and  care  of  the  eyes;  hearing  and  care  of  the  ears;  taste, 
smell  and  touch;  testing  eyesight  and  hearing  of  pupils. 

SIXTH  GRADE. 
Note. — The  purpose  of  this  course  is  to  familiarize  the  pupil 
with  the  rules  of  health,  rather  than  to  teach  him  the  facts  of 
anatomy  and  physiology ;  yet,  •  enough  of  the  latter  should  be 
taught  to  make  the  former  intelligible.  Throughout  the  school 
life  of  the  pupils  practical  application  should  be  made  of  the 
hygienic'  facts  and  principles  studied  during  this  year.     Such 


142 

common  rules  of  health  as  cleanliness  of  the  body,  head,  ears, 
mouth,  hands,  finger  nails,  needs  of  exercise,  ventilation,  pure 
drinking  water,  proper  mastication  of  food,  etc.,  should  be  en- 
forced by  the  teacher  as  far  as  possible.  Special  stress  should 
be  laid,  in  compliance  with  the  law,  upon  the  injurious  effects 
of  alcohol  and  tobacco. 

First   Term. 
Text:   Graded  Lessons  in  Physiology  and  Hygiene. 

1.  The  Digestive  System. — Organs  of;  nature  of  digestion 
and  absorption  of  food;  kinds  of. food  and  preparation  for  the 
table;  injurious  foods.    Drinking  water,  pure  and  impure. 

2.  Temperance. — In  eating ;  alcohol  habit ;  natural  properties 
of  alcohol;  effects  on  the  human  system;  tobacco  evil;  injurious 
effects  on  growth,  development  and  activity ;  effect  on  health ;  the 
cigarette  danger. 

3.  The  Skin  and  Kidneys. — Structure  of  each ;  function ;  how 
to  keep  them  in  healthy  condition. 

4.  The  Bones. — Framework ;  skeleton ;  form,  size,  composition 
and  structure  of  bones;  joints^  injuries  to;  proper  position  of 
body. 

5.  Muscles. — Number,  shape,  attachment,  function,  develop- 
ment of  the  muscles ;  need  of  exercise. 

6.  Blood  and  Circulation. — Composition  of  the  blood;  the 
arteries,  capillaries  and  veins ;  the  circulation  of  the  blood ;  heart, 
structure  and  function;  pulse,  fever  and  fainting.  The  lym- 
phatic system :  nature  of  lymph ;  course.    The  spleen. 

7.  Respiration. — Purpose  of  respiration;  how  accomplished; 
hygiene  of  breathing — nerves  of  smell;  respiratory  organs; 
changes  in  air  (Experiment)  and  blood  due  to  breathing;  correct 
breathing.  Adenoid  growths;  nature  of;  effects  on  the  child;  re- 
moval of.    Foul  air,  dust,  malaria,  ventilation. 

Second  Term. 

8.  Nervous  System. — Parts  of  and  function  of  each ;  structure 
and  natui'e  of  nerves,  brain,  spinal  cord,  etc.  Abuse  and  care  of 
the  nervous  system.  Rest,  sleep,  dreams,  habit,  character,  as 
affecting  or  determined  by  the  nervous  system. 

9.  The  Eyes. — Structure  and  use  of ;  movement  and  care  of ; 
defective  vision ;  remedy  for ;  testing  eyesight. 


143 

10.  The  Ear. — Structure  of  external  and  internal  ear;  how 
we  hear ;  care  of  the  ears ;  defective  hearing ;  testing  the  hearing 
of  the  pupils. 

11.  The  Teeth. — Number,  arrangement,  structure j  care  of; 
cleanliness  of  conducive  to  health.    Injuries  to;  how  repaired. 

12.  Disease  Germs. — ^Nature  of  germs;  danger  to  health  of 
certain  germs;  reproduction,  transmission  of-  germs;  typhoid 
fever,  diphtheria  and  diphtheritic  antitoxin,  vaccination  and 
smallpox,  in  relation  to  germs.    Use  of  disinfectants. 

13.  Intoxicants  and  Narcotics. — ^Alcohol;  description,  uses, 
qualities,  fermentation,  distillation;  kinds  of  liquors;  injurious 
effects  to  the  mind,  nervous  system,  stomachj  liver,  heart,  blood, 
blood  vessel^,  kidneys,  skin,  lungs,  muscles,  sense  organs.  To- 
bacco :  first  use ;  how  used ;  poison  of  tobacco ;  effect  on  growth, 
health  and  activity.  Opium  habit :  horrors  of.  Dangers  of  pat- 
ent medicines.     Occupation  diseases. 

14.  Exercise. — Necessity  of  to  the  system;  nature  of  at  dif- 
ferent periods  of  life ;  gymnastics  and  games ;  moderation  in  ex- 
ercising. 

15.  Relief  in  Emergencies.  —  Fainting ;  suffocation ;  nose 
bleeding ;  arterial  and  venous  bleeding ;  foreign  bodies  in  eye,  ear 
or  nose;  burns;  stings;  burning  clothing;  sunstroke;  drowning; 
poisoning. 

16.  Public  Sanitation. — Need  of  in  food,  milk  and  water  in- 
spection; air  contamination;  garbage.  Special  methods  in  pre- 
venting diseases;  insects  as  affecting  health  (see  Farmers'  Bul- 
letin No.  155)  ;  malaria  and  the  mosquito ;  typhoid  and  the  house- 
fly ;  yellow  fever  and  the  stegomyia  f asciata. 


Elemeniary  Agriculture 


Seventh  Grade. 

Text:  Agriculture  for  Beginners,  by  Burkett,  Stevens  and 
Hill. 

Notes.  1.  Teach  the  subject  in  a  practical,  experimental 
way;  do  not  let  the  study  be  confined  to  class-room  instruction; 
use  the  school  garden  and  knowledge  gained  therefrom  in  illus- 
trating facts  and  principles ;  likewise,  make  practical  application 
of  class-room  study  to  the  work  done  in  the  garden;  draw  from 
and  build  upon  the  experiences  of  the  class. 

2.  Use  experiments  to  prove  facts  and  illustrate  principles. 
These  do  not  require  expensive  apparatus,  but  they  demand  at- 
tention, care  and  preparation  by  the  teacher.  When  necessary, 
have  several  experiments  going  on  at  the  same  time  conducted  by 
different  pupils  or  groups,  but  studied  by  the  entire  class. 

3.  ''The  aim  is  not  only  to  teach  certatin  facts  about  plants 
and  animals,  but  to  show  clearly  the  dependence  of  each  upon 
the  other,  and  their  dependence  upon  the  soil,  food,  climate,  etc. ; 
to  note  the  difference  of  plants  upon  uplands,  lowlands,  marshes, 
etc.,  and  upon  sandy,  clayey,  gravelly  or  stony  ground;  to  note 
the  disposal  of  plants,  animals,  and  insects  in  the  neighborhood ; 
above  all  to  knit  this  life  to  the  pupil's  own  life." 

4.  Where  experiments  should  be  made,  the  fact  is  so  indicated 
in  parentheses  with  reference  to  book  or  bulletin,  giving  page  or 
chapter. 

References. — The  grade  or  school  library  should  contain  a 
full  set  of  the  Farmers'  Bulletins  of  the  Department  of  Agricul- 
ture, Washington,  D.  C,  and  the  bulletins  of  the  State  Experi- 
ment Stations,  Baton  Rouge.  The  following  bulletins,  obtainable 
free  of  cost  from  the  Office  of  Experiment  Stations,  Washington, 
D.  C,  are  indispensable :  Exercises  in  Elementary  Agriculture — 
Plant  Reproduction,  by  D.  J.  Crosby  (Bulletin  186)  ;  Application 
of  Chemistry  to  Agriculture,  by  K.  L.  Hatch  (Bui.  195)  ;  Teach- 
ing Agriculture  in  Common  Schools  (Circular  No.  60)  ;  Use  of 
Illustrative  Material  in  Teaching  Agriculture  in  Rural  Schools, 
by  D.  J.  Crosby  (1905  Yearbook  Reprint).  Also  Bulletin  29, 
Vegetable  Physiology  and  Pathology,  Department  of  Agriculture. 


145 

Some  or  all  of  the  following  text-books  should  also  be  in  the 
library : 

Goff  and  Mayne :  Agriculture  for  Beginners,  American  Book 
Company. 

Goodrich :    First  Book  of  Farming,  Doubleday,  Page  &  Co. 

Hatch  and  Hazel  wood :  Elementary  Agriculture  With  Prac- 
tical Arithmetic,  R.  K.  Row  &  Co.,  Chicago. 

Jackson  and  Dougherty:  Agriculture  Through  the  Labora- 
tory and  School  Garden,  Orange  Judd  Company,  'New  York. 

Shepperd  and  McDowell:  Elements  of  Agriculture,  Webb 
Publishing  Company,  St.  Paul. 

Duggar :  Agriculture  for  Southern  Schools,  Macmillan  Com- 
pany. 

Gaye:    The  Great  World's  Farm,  Macmillan  Company. 

FIRST     TERM. 

1.  Soil. — Origin  from  rocks;  weathering;  decay  of  plants- 
humus.  Tillage;  needs  for;  purposes;  methods.  Need  of 
moisture  in  soil;  amount  of;  retention  of  (Experiment:  text- 
book p.  13;  1905  Yearbook  Reprint,  p.  269)  ;  capillarity  in  soil 
(Exp.  text  p.  14;  1905  Reprint  p.  269)  ;  conservation  of  mois- 
ture (Exp.  Bui.  186,  p.  52,  exercise  43;  see  also  Farmers'  Bui. 
87)  ;  drainage  (Exp.  text  p.  78)  ;  tile  and  open  ditches  (F.  B. 
187)  ;  necessity  and  effect  of  drainage  (Exp.  text  p.  18).  Im- 
proving the  soil  by  tillage,  drainage  and  addition  of  humus  and 
plant  food  (Exp.  text  p.  22)  ;  manuring  soils;  use  of  vegetable 
matter;  green  manuring  (F.  B.  278);  use  of  commercial  fer- 
tilizers; composition  (Exp.  Exercises  5  to  15,  Bui.  195). 

2.  The  Soil  and  the  Plant. — Roots  and  root  hairs  (Exp. 
germinate  corn  and  bean  seeds  for  study)  ;  absorption  of  plant 
food  by  root  system  (Exp.  Bui.  186,  p.  22)  ;  tillage  as  affected 
by  plant  roots;  how  the  plant  feeds  (Exp.  Bui.  186,  p.  20; 
text  p.  31)  ;  tubercles,  where  found;  nature  and  value  of.  Crop 
rotation ;  purpose,  value,  how  made,  illustrations  of. 

3.  The  Plant. — How  it  feeds  from  the  air  (Exp.  Bui.  186, 
p.  24;  also  Exercises  1  to  4,  Bui.  195)  ;  the  sap  current  (Exp. 
Bui.  186,  p.  23)  ;  circulation  of  water  in  plants  (Exp.  Bui. 
186,  p.  23).  The  flower  and  the  seed;  study  of  parts;  function 
of  each;  pollination  (Exp.  text  p.  50;  Bui.  186,  p.  33); 
crosses,  hybrids,  cross-pollination;  inbreeding  (Bui.  29);  plant 


146 

propagation  by  buds;  layering  (Exp.  Bui.  186,  p.  34);  root- 
ing cuttings  of  geranium,  fig,  grape,  begonia,  etc.  (Exp.  Bui. 
186,  p.  35);  from  seeds:  seed  selection  and  breeding;  select- 
ing seed  corn  (Exp.  for  corn  club,  text  p.  72).  "Weeds:  more 
common  and  injurious  sorts;  learn  to  know  them  and  their 
seeds.  Early  indigo,  coffee  weed,  turtle-back,  tadpole  grass, 
bull  grass,  seed  weed,  nut-grass  (coco),  cockle-burr,  Johnson 
grass,  Bermuda  grass,  broom-sedge;  methods  of  controlling 
weeds  (see  Weeds  and  How  to  Kill  Them,  F.  B.  28).  Seed 
purity  and  Adtality ;  value  of  germination  tests;  how  made  (Exp. 
Bui.  186,  p.  27;  text,  p.  78). 

4.  Growing  a  Fruit  Tree. — Why  fruit  trees  are  budded  or 
grafted;  technique  of  budding  and  grafting,  with  practical 
exercises  (text,  pp.  83  to  87;  Bui.  186,  pp.  39  to  42)  ;  planting, 
pruning  and  caring  for  fruit  trees;  fertilizing  and  spraying. 

5.  Diseases  of  Plants.— Causes  and  nature  of  diseases  in 
plants;  how  communicated  (Exp.  text,  p.  100)  ;  how  prevented; 
fire  blight,  how  treated  (F.  B.  153)  ;  oat-  and  wheat-smut;  how 
prevented ;  potato  diseases  and  their  treatment ;  cotton  wilt ; 
other  common  plant  diseases. 

6.  Insects. — ^What  an  insect  is;  structure  of  insects;  life 
cycle  (Exp.  text,  p.  125.  For  insect  cage,  see  p.  77,  Gumming 's 
Nature  Study  for  Primary  Grades,  Am.  Book  Go.,  or  Boys' 
Handy  Book.)  Chief  classes  of  insects.  Study  of  life  habits 
and  means  of  controlling  the  San  Jose  scale,  cattle  tick,  can- 
kerworm,  peach-tree  borer,  cabbage-worm,  chinch-,  squash-,  and 
stink-bugs,  plant-lice,  lady-beetles,  flea-beetles,  sugar-cane  borer, 
cotton  caterpillar,  Colorado  potato-beetles,  corn-weevil,  bean- 
weevil,  boll-worm,  house-fly,  mosquitoes. 

Adpoted  text:  Agriculture  for  Beginners,  Burkett,  Stevens 
and  Hill. 

SECOND     TERM. 

7.  Farm  Crops. — Classification;  value  of  crops.  Cotton  as 
type  of  southern  crop :  study  adaptability  and  preparation  of 
soil ;  selection  of  seed;  planting;  cultivation;  fertilizers;  pro- 
tection from  weeds,  diseases,  insects;  picking  and  marketing; 
relation  of  farm  stock  to  cotton  crop  (F.  B.  47,  48,  36,  217,  286, 
209).  Corn  as  type  of  grain  crop;  same  as  for  study  of  cot- 
ton; also  testing  vitality  of  seed  (Exp.  Bui.  186,  p.  59)  ;  judg- 
ing seed  corn  (Exp.  Bui.  186,  p.  58;  see  also  score  card  used 


147 

at  Louisiana  State  University)  ;  effect  of  cultivation  (Exp. 
text,  p.  173)  ;  storing  corn  (see  F.  B.  81,  199,  229,  272,  298). 
Other  crops:  peanuts  (F.  B.  25);  Irish  and  sweet  potatoes 
(F.  B.  91,  129)  ;  rice  (F.  B.  110)  ;  sugar  cane  (Text,  Sec.  58)  ; 
sorghum  (F.  B.  246);  cowpeas;  alfalfa  (F.  B.  215);  stock 
beets,  etc.  The  farm  garden,  purpose,  method,  plan  for;  illus- 
trate with  school  garden, 

8.  Domestic  Animals. — History  of  development  and  improve- 
ment; uses  of  stock;  feed.  Horses:  study  of  (Exp.  text,  p. 
191);  different  classes,  and  breeds  in  each  class;  characteris- 
tics of  classes  and  breeds;  how  to  improve  common  stock  (F. < 
B.  170).  Cattle:  study  of  dairy  and  beef  breeds;  adaptation 
of  each  (F.  B.  106).  Breeds  of  sheep  (F.  B.  96);  swine; 
poultry  (F.  B.  51,  287,  64);  learn  to  identify;  feeding  and 
care  of.  Study  of  bee  culture :  different  kinds  of  bees ;  charac- 
teristics; life  history  of  the  bee  (Exp.  study  of  beehive.  The 
school  should  own  one.) 

Feeding  animals:  why  we  feed;  food  adapted  to  produce 
growth,  vitality,  heat,  strength  and  energy;  elements  of  animal 
food;  carbohydrates,  protein,  starch,  mineral  matter,  water; 
digestible  matter  in  feeds  (Exp.  Bui.  115,  Exercises  16  to  19). 

9.  Dairying  on  the  Farm. — The  dairy  cow;  ration;  different 
rations  fed  for  different  purposes;  examples  of;  care  of  the 
cow  (F.  B.  106,  22,  55).  Milk:  different  kinds;  composition  of 
each;  cream;  churning;  butter;  care  of  dairy  products;  sour- 
ing of  milk  (F.  B.  63,  74,  29,  241). 

10.  Feeding  Stuffs. — Economic  value  of;  adaptability  to  soil, 
climate ;  farmer 's  needs ;  yield ;  improvement  of  soil. 

Farm  implements:  variety;  uses  and  operation  of  different 
implements ;  care  of  implements. 

Birds. — Usefulness  on  the  farm,  in  garden  and  orchard; 
study  of  economic  value  of  common  birds,  such  as  woodpeckers, 
wren,  swallows,  martins,  flycatchers,  night-hawks,  blackbirds, 
mocking-birds,  oriole,  etc. ;  how  to  attract  the  birds :  bird 
houses,  bathing  troughs,  food  in  winter;  gentleness  to;  protec- 
tion from  wanton  destm^tion;  care  of  (F.  B.  54). 

11.  Horticulture. — Market  gardening:  purpose,  study  of; 
hotbeds  and  cold-frames;  purposes;  uses,  construction.     Sowing. 


148 

Best  garden  crops  for  Louisiana.     Care  of  crops.     Study  of 
different  crops  in  school  garden  (F.  B.  94,  154,  255). 

Flower  Gardening:  purposes;  selection  of  flowers,  shrub- 
bery and  trees;  laying  off  the  grounds  and  flower  beds;  propa- 
gation by  cuttings,  bulbs,  seed;  study  of  bulb  plants,  annuals 
and  perennials  adapted  to  flower  garden;  best  shade  trees  for 
district,  both  evergreens  and  deciduous;  study  of  useful  vines; 
window  gardening;  plants  for;  care  of  (F.  B.  134,  185,  195). 

12.  Forage  Crops. — Grasses:  variety,  uses,  adaptability  to 
locality,  yield;  alfalfa:  soil  for,  planting,  harvesting,  value  as 
a  feed.     Cowpeas,  sorghum,  etc. 

13.  Cotton  Boll  Weevil. — Study  of  life  history,  habits,  dep- 
redations. (Exp.  Rear  w^eevil  in  insect  cage  and  observe  growth 
and  habits.  See  bulletins  of  State  Crop  Pest  Commission :  Wil- 
mon  Newell,  Secretary,  Baton  Rouge.) 


Art  Education    Drawing  Room  Course 

(Grades  One  to  Seven.) 

"Art  is  an  expression  of  life.     Art  in  its  fullness  expresses  all  of  life — all  of 
its  activities — all  of  its  ideals." 

ART   PRINCIPLES.' 

There  are  certain  principles  that  govern  in  all  art,  as  there 
are  principles  that  underlie  all  literature,  and  these  principles 
may  be  simply  and  thoroughly  taught.  The  pupil  does  not  begin 
his  language  work  by  analyzing  sentences  from  Shakespeare, 
Milton  or  Carlyle.  He  reads  literature,  beautiful  in  itself,  and 
adapted  to  his  experience  and  comprehension.  He  feels  its 
beauty,  although  he  is  not  asked  to  analyze  it.  He  writes  his 
own  stories  about  the  things  in  which  he  is  interested — his  gar- 
den, his  pets,  his  playmates.  In  this  way  he  gains  power  to 
express  his  own  thought.  His  taste  is  cultivated  also  by  means 
of  fine  standards  of  literature  set  before  him.  His  ability  to 
write  well  increases  with  repeated  effort,  and  by  comparisons 
with  standards  presented  to  him  in  books.  Later  there  comes  a 
time  in  his  development  when  there  can  be  no  further  progress 
without  a  knowledge  of  language  principles,  and  then  grammar, 
as  an  aid  to  language  work,  becomes  one  of  the  subjects  of  in- 
struction. At  the  proper  time  the  pupil  studies  words  with 
regard  to  their  derivation,  their  form  and  their  relations,  and 
by  putting  into  practice  what  he  has  learned  he  grows  to  ex- 
press himself  more  carefully  in  speech  and  in  writing.  He  studies 
extracts  from  the  masters  of  literature,  as  examples  of  the 
principles  that  he  is  considering.  He  learns  that  a  beautiful 
thought  can  be  made  more  effective  by  being  clothed  or  expressed 
in  beautiful  language. 

It  is  upon  these  lines  that  the  subject  of  Art  Education  has 
been  worked  out  in  this  course  of  instruction.  In  the  primary 
grades  the  pupil  is  encouraged  to  express  his  thoughts  freely 
by  means  of  brush,  crayon  or  pencil,  while  at  the  same  time, 
through  the  beautiful  pictures  and  the  delightful  lessons  in  his 
books,  he  is  given  standards  that  constantly  stimulate  his  efforts 
to  improve  his  own  work. 

As  he  progresses  he  learns  why  certain  colors  and  forms 
properly  combined  produce  beauty,  and  he  observes  in  the  illus- 


150 

trations  instances  of  the  application  of  these  same  truths.  These 
truths  (principles)  are  not  given  to  him  didactically,  but  he  is 
aided  to  deduct  them  from  his  own  experience  and  from  his 
study  of  the  text  and  illustrations,  and  he  learns  to  apply  them 
in  his  own  work. 

As  the  pupil  studies  ^  the  text  and  illustrations,  he  soon 
becomes  able  to  criticise  and  correct  his  own  work.  He  finds 
that  a  beautiful  drawing  is  the  result  of  conscious  thought  and 
effort.  After  his  judgment  has  begun  to  develop  and  he  has 
become  conscious  of  his  own  resources  he  is  no  longer  satisfied 
with  his  first  efforts. 

The  process  of  development  should  be  to  lead  the  pupil  to 
observe  carefully  objects  about  him;  to  see  them  in  their  rela- 
tion to  other  objects;  and  to  acquire  the  language  of  graphic 
expression. 

GENERAL    DIVISIONS    OF    THE    "WORK. 

In  this  course  of  instruction  drawing  is  considered  in  the 
three  divisions:    Observation,  Expression,  and  Creation. 

In  order  to  draw^  an  object,  the  pupil  must  first  observe  it 
carefully.  This,  therefore,  is  the  first  step.  He  studies  the  ob- 
ject, and  thereby  gains  definite  ideas  regarding  it;  he  familiar- 
izes himself  with  the  expression  of  similar  objects  by  studying 
drawing,  and  he  gives  expression  to  his  own  ideas  by  drawing. 
By  this  means  Observation  (Conception)  and  Drawing  (Ex- 
pression) go  hand  in  hand.  Under  the  head  of  creative  work, 
which  is  taken  up  more  fully  in  the  upper  grades,  the  pupil 
studies  objects  and  drawings  for  ideas;  he  may  study  a  flower, 
or  a  window,  or  a  door,  or  a  chair,  and  by  observation  and  his 
powder  of  expression  he  is  enabled  to  create  a  drawing  or  a 
design  based  on  the  result  of  such  study.  This  in  itself  may 
be  very  different  from  the  object  that  suggested  it.  It  is,  how- 
ever, better  fitted  for  the  particular  purpose  for  which  it  is 
to  be  used. 

THE    VALUE    OF    ILLUSTRATIONS. 

The  value  of  beautiful  illustrations  can  be  easily  understood 
if  we  think  for  a  moment  that  expression  in  drawing  should 
be  as  carefully  attuned  to  the  sensitive  eye  as  sound  in  music 
should  be  attuned  to  the  sensitive  ear.  In  teaching  music  we 
begin  by  introducing  the  pupil  to  the  harmony  of  w^ell  modu- 


151 

lated  sounds,  and  from  this  we  develop  his  appreciation  of 
music.  It  is  similar  in  drawing.  We  must  begin  by  introduc- 
ing the  pupil  to  simple,  beautiful  drawings,  and  develop,  from 
this  point,  his  love  for  drawing,  his  interest  in  it,  and  his 
appreciation  of  its  value. 

THE  PURPOSE  OF  ART  EDUCATION. 

Art  Education  in  the  public  schools  cultivates  the  power  to 
think  and  see,  establishes  habits  of  care  and  accuracy,  develops 
power  in  graphic  and  manual  expression,  and  stimulates  creative 
imagination. 

A  course  of  study  to  accomplish  this  must  teach  basic  prin- 
ciples thoroughly;  must  recognize  the  child ^s  individuality,  his 
feelings,  his  natural  love  for  the  beautiful;  must  cultivate  his 
power  of  expression;  must  emphasize  industry  and  art  as  a 
part  of  the  child's  social  environment,  and  so  develop  his  cre- 
ative powers  along  industrial  and  artistic  lines.  Art  educa- 
tion stimulates  the  growth  of  the  child's  mind  through  his 
self-activities. 

GENERAL   DIRECTIONS. 

Teachers  should  always  familiarize  themselves  with  the  work 
to  be  done  before  taking  it  up  with  the  class.  They  should  give 
the  same  thoughtful  consideration  to  the  teaching  of  this  sub- 
ject that  would  be  given  to  the  teaching  of  number  and  lan- 
guage. Under  these  conditions  drawing  can  be  taught  with 
pleasure  and  profit  both  to  teacher  and  pupil,  and  results  will 
follow  that  will  be  gratifying  to  both. 

Several  lessons  are  given  to  assist  the  teacher  in  the  prepara- 
tion for  the  exercises.  It  is  not  intended  that  these  lessons  should 
be  followed  verbatim ;  they  are  only  suggestive,  and  are  intended 
to  show  one  way  of  approaching  the  several  topics  presented. 
(Pp.  39-67  "Course  of  Study  in  Art  Education."  Apply  to 
Parish  Superintendent. ) 

This  course  is  planned  on  a  basis  of  twenty-minute  lesson 
period,  five  times  a  week,  in  the  first  and  second  grades;  a 
thirty-minute  lesson  period,  four  times  a  week,  in  the  third  and 
fourth  grades;  and  a  thirty-five-minute  lesson  period,  three 
times  a  week,  in  the  fifth,  sixth,  and  seventh  grades.  When 
conditions  make  it  necessary  or  when  it  seems  best  to  depart 


152 

from  these  plans,  the  lessons  may  be  easily  adapted  to  the  par- 
ticular eases. 

During  the  months  in  which  Arbor  Day  and  Bird  Day 
come  in  this  State,  plan  to  illustrate  poems,  and  make  invita- 
tions and  program  covers  suitable  to  these  special  days. 

Encourage  pupils  to  bring  in  beautiful  specimens  for  their 
nature  lessons.  Select  such  specimens  as  will  best  show  the 
characteristics  of  the  subject.  A  large  spray  is  better  than  a 
small  detached  part. 

Adapt  the  size  and  shape  of  the  paper  used  to  the  specimen. 
A  tall  feathery  grass  suggests  a  long  vertical  panel. 

In  mounting  the  drawings  in  the  drawing  book  use  only  a 
small  quantity  of  paste  on  each  corner. 

Read  and  follow  carefully  instructions  on  each  page  of  the 
drawing  book. 

MATERIALS. 

Prang's  No.  3 A  Box  contains  the  three  primary  colors  and 
black,  and  is  best  suited  for  color  work.  No  brush  smaller  than 
No.  7  should  be  used.  Each  child  should  be  provided  with  a 
small  sponge  or  a  small  piece  of  cloth,  a  bit  of  blotting  paper 
(frequently  renewed)  and  a  Prang  water  color  pan. 

Children  should  be  provided  with  large  sheets  of  manila 
drawing  paper,  6  x  9,  in  the  primary  grades,  and  9  x  12  in 
the  grammar  grades.  Use  tinted  papers  for  dramng  with  black 
and  colored  crayons,  for  construction  work,  and  for  mounting 
drawings.  The  assortment  known  as  Prang's  Primary  Assorted 
Drawing  and  Construction  Papers  contains  all  paper  required 
in  primary  grades.  The  Grammar  Assortments  contain  all  papers 
required  in  grammar  grades. 

Water  color  is  the  most  desirable  medium  for  realistic  or 
pictorial  color  work. 

Prang's  Colored  Crayons,  Set  No.  2,  are  used  to  the  best 
advantage  in  decorative  work,  pose  drawing,  landscape  effects 
on  tinted  paper,  still-life  drawing  on  tinted  paper,  etc. 

For  wash  drawings,  silhouettes,  or  any  work  in  neutral  val- 
ues, the  black  water  colpr  may  be  used  as  a  much  more  conve- 
nient medium  than  ink.  The  black  crayon  in  Prang's  Crayon 
Set  No.  2  is  an  excellent  substitute  for  charcoal,  being  less  ex- 
pensive and  more  convenient. 


153 


All  studies  of  plant  growth  and  of  still-life  should  be  ar- 
rlinged  against  a  suitable  background.  A  very  simple  and  prac- 
tcal  background  can  be  made  by  tieing  two  tall  pieces  of  heavy 
pasteboard  together,  like  a  book  cover,  and  standing  them  on 
elge.  These  background  devices  are  to  be  placed  on  boards 
aross  aisles,  or  on  small  stands  or  tables  especially  planned  for 
tl|s  purpose.  One  study  should  be  arranged  in  front  of  every 
olier  aisle.  Desk  boards  should  be  placed  between  rows  of 
deks,  and  objects  should  be  placed  upon  them  when  pupils  are 
WQking  from  still-life. 

Art  Education  Drawing  Book  Course, 
three  book  series. 
the  rural  schools,  where  the  Three  Book  Series  is  used,  a 
speial  outline  for  these  books  may  be  obtained  through  the 
Pai^h  Superintendent. 

Text-Books  of  Art  Education. 
the  city  schools,  where  the  text-books  of  art  education 
are  lied,  the  course  of  study  prepared  by  the  authors  for  *  *  Text- 
Bool^  of  Art  Education"  may  be  obtained  through  the  City 
Supqntendent. 

PLAN    FOR    TEACHING    BOOK    ONE. 


given 
books 
cient 


Ne. — The  plan  of  introducing  pupils  to  Books  One,  Two  and  Three  is 


low.  The  teachers  should  apply  this  same  method  through  the  three 
entioned,  and  during  the  first  lesson  of  each  week  should  use  suffl- 
le  in  discussing  the  new  page  to  familiarize  the  pupils  with  the  re- 


nam 
stem 


quirer^ts  of  the  work  for  the  week. 

First  Year. 
•oduce  Book  One  to  the  class.  Each  pupil  opens  the  book 
at  pjB  4.  Proceed  by  a  discussion  of  the  illustration,  and,  by 
3udi(us  questioning,  lead  the  pupils  to  locate  and  recognize  by 
he  various  points  mentioned  in  the  text,  such  as  ''main 
"general  direction,"  "seed-heads,"  "leaves,"  etc. 
pages  where  the  text  explains  how  the  illustration  was 
—that  is,  as  to  the  direction  of  lines,  quality  of  strokes. 


dra^ 

etc.- he  pupils  should  practice  for  these  detailed  methods  before 

draT.g  iilie  specimen  called  for  in  the  book. 

]  every  case  make  it  a  point  to  see  that  the  pupils  under- 
star  just  what  they  are  expected  to  do,  and  how  they  are  to 
do  ]  See  that  each  pupil  understands  that  he  is  to  tell  with 
his  ish  or  pencil  what  he  sees.    Make  sure  that  he  really  sees 


154 

the  specimen  from  which  he  is  to  draw  before  he  attempts  to 
draw  it. 

When  the  pupils  have  completed  their  drawings  compare 
them  with  the  specimens  from  which  they  drew  and  with  tie 
illustration  in  the  book.  Each  pupil  should  discover  for  himsilf 
points  in  his  own  drawings  which  he  can  improve. 

Tefichers  will  find  it  of  advantage  to  read  the  Suggestve 
Lessons  bearing  on  the  work  they  are  to  give  the  clafes  bef)re 
taking  up  the  work  for  the  week. 

Teachers  should  read  carefully  Plan  for  Teaching  Book  One,  also  gen- 
eral Suggestions  on  first  page  of  drawing  book. 

SEPTEMBER. 

FIRST    YEAR.  DRAWING  BOOK  DNE. 

Study  with  class  illustrations  and  directions  on  pae  4. 
Make  similar  sketches  on  practice  paper,  3x9.  Encorage 
pupils  to  bring  in  good  specimens  of  grasses,  sedges  oirice. 
Spend  several  lessons  sketching  from  these  specimens,  "-ount 
the  best  work  on  page  5.  Work  for  improvement  as  t  size, 
placing,  growth,  and  truthful  rendering. 

Study  page  6  and  work  out  in  a  similar  manner.  Then 
mount  best  results  on  page  7. 

Study  page  8,  calling  attention  to  mass  drawing  (s(  Mass 
Drawing,  Glossary  of  Terms,  page  44  of  drawing  book).  Prac- 
tice mass  drawing  daily  from  fresh  specimens  of  plants  ad  use 
6x9  paper.  If  brush  and  ink  are  not  available,  th  broad 
side  of  a  soft  pencil  or  charcoal  may  be  used.  Mount  be  work 
on  page  9. 

OCTOBER. 

FIRST  YEAR.  DRAWING  BOC  ONE. 

Read  carefully  First  Steps  in  Landscape  Painting,  ige  3. 
Teach  first  the  handling  of  the  brush  in  application  of  abater- 
wash,  page  3.  Use  practice  paper,  in  size,  half  of  6  x  sheet. 
Teach  application  of  a  sky-w^ash,  page  3.  A  week  shld  be 
given  to  these  steps,  and  when  work  is  satisfactory,  tn  the 
edges  and  mount  on  upper  part  of  page  38,  Review%skvvash. 
Add  foreground  of  green,  page  3,  paragraph  4.  Practi  until 
a  clear,  fresh  foreground  is  obtained.  When  work  is  lisfac- 
tory,  mount  on  lower  half  of  page  38. 


155 

When  pupils  can  accomplish  simple  landscape  effect  shown 
on  page  2,  sketch  A,  they  are  ready  to  paint  a  simple  cloud 
effect.  Read  directions  near  bottom  of  page  3.  Practice  cloud 
effects,  reviewing  sky  and  foreground.  Mount  on  upper  half 
of  page  39. 

Study  illustration  C,  page  2.  Paint  simple  effects  of  dis- 
tance (see  page  3).  Use  half  of  6  x  9  manila  paper  and  mount 
on  lower  part  of  page  39. 

NOVEMBER. 

FIRST  YEAR.  DRAWING  BOOK  ONE. 

Study  directions  on  page  10.  Paint  from  a  large  pumpkin  or 
squash.  Practice  on  6  x  9  manila  paper.  Make  painting  as 
large  in  illustration  as  in  the  book.  Use  half  of  6  x  9  paper. 
Mount  on  lower  half  of  page  11. 

Study  the  upper  illustration  on  page  10.  Provide  several 
vegetables,  such  as  onions,  beets,  carrots,  etc.  Paint  with  ink- 
wash  or  with  color.  Select  objects  so  that  pupils  may  draw 
from  different  specimens  each  lesson.  "Work  for  correct  pro- 
portion, location  of  stems,  ribs,  etc.  Mount  on  upper  half  of 
page  11. 

Read  carefully  directions  on  pages  12  and  13  of  drawing 
book.     Carry  out  such  of  these  exercises  as  time  will  permit. 

DECEMBER. 

FIRST  YEAR.  DRAWING  BOOK  ONE. 

Study  page  14.  Fold  several  papers,  trying  for  good  pro- 
portion. Discuss  the  use  of  covers  as  a  factor  in  determining 
their  size  and  shape.  Fold  some  for  definite  purposes,  such  as 
covers  for  written  work  or  drawing,  etc.  Discuss  simple  dec- 
oration and  binding,  as  shown  in  lower  illustrations,  page  14. 
Each  pupil  should  complete  a  cover  for  some  written  exercise, 
to  be  used  as  a  gift.    Make  a  similar  cover  and  mount  on  page  15. 

Study  page  16  carefully  wdth  class  and  carry  out  the  work 
as  outlined  in  directions  at  bottom  of  page.  Use  the  completed 
mat  for  a  Christmas  gift.  Make  another  half  the  size  and  mount 
it  on  page  17. 

Discuss  with  pupils  pleasant  incidents  of  Christmas  and 
Santa  Claus,  referring  to  picture  of  Santa  Claus  on  page  18. 
They  should  suggest  appropriate  colors  for  coat,  trousers,  boots, 


156 

hat,  etc.  They  may  color  the  Santa  Claus  in  their  books  as 
they  individually  choose.  Mount  on  page  19  original  drawing 
of  Santa  Clause  or  Christmas  tree  as  suggested  on  page  18.  The 
remainder  of  this  month  will  be  devoted  to  such  work  as  the 
teacher  deems  most  appropriate. 

JANUARY 

FIRST  YEAR.  DRAWING  BOOK  ONE. 

Study  illustration  on  page  20.  Follow  directions,  working 
on  practice  paper.     Mount  on  page  21. 

Study  page  22.  Lead  pupils  to  tell  what  colors  might  be 
used  in  painting  the  different  parts  of  these  pictures  to  make 
them  more  attractive.  Let  the  pupils  color  the  pictures  in  their 
books.  Practice  drawing  from  another  Jack-in-the-Box  or  some 
other  toy,  in  two  positions.    Mount  one  large  drawing  on  page  23. 

Study  page  24.  Let  children  discuss  pictures  on  this  page. 
They  are  not  like  other  pictures,  for  they  show  shapes  cut  from 
white  paper.  Show  other  pictures  of  animals  and  children,  and 
let  pupils  cut  these  shapes  with  pictures  before  them.  In  the 
following  lessons  cut  from  memory  pictures  illustrating  some 
simple  rhyme,  or  story.  Each  child  selects  his  best  cuttings  and 
mounts  them  on  page  25. 

Study  and  follow  directions  for  page  26. 

FEBRUARY. 


FIRST  YEAR.  DRAWING  BOOK  ONE. 

Study  with^  class  action-drawing  on  page  28.  Lead  pupils 
to  tell  w^hat  action  or  attitude  each  figure  represents.  Discuss 
and  carry  out  with  the  class  directions  on  page  28. 

Study  page  30.  Precede  this  lesson  by  dramatic  action  (see 
Glossary  of  Terms,  page  44).  Represent  some  pose  characteris- 
tic of  games  played  by  children.  Use  brush  or  crayon.  Vary 
this  work  with  exercises  in  free  illustration  or  some  game  or 
event  of  interest  of  which  the  class  has  a  vivid  impression. 
Mount  on  page  31. 

Fill  page  33  of  drawing  book  according  to  instructions  on 
page  32. 


157 
MARCH. 

FIRST  YEAR.  DRAWING  BOOK  ONE. 

Study  page  34.  Practice  drawing  from  twigs,  tree-buds,  peas, 
etc.,  using  narrow  panels  of  paper  adapted  to  the  space  required 
for  the  drawing  of  the  specimens.  Use  pencil,  ink  or  crayon. 
Draw  from  a  fresh  specimen. at  each  lesson.  "Work  for  truth- 
ful representation,  full  life-size.  Have  pupils  look  over  all 
these  sketches  of  tree-buds  and  seedlings,  and  mount  the  best 
on  page  35.  Be  careful  to  mount  only  those  that  will  be  adapted 
to  the  space  of  the  page. 

Study  the  text  and  illustration  on  page  36,  also  sketch  B, 
page  43.  Practice  first  from  bright  flowers  such  as  the  tulip, 
jonquil,  purple  magnolia  and  azalia,  or  any  garden  flower 
large  in  size  and  attractive  in  color.  "Work  for  life  size,  truth- 
ful shape  and  fresh  color.  Use  practice  paper  and  select  fresh 
specimens  for  each  lesson.    Use  pencil,  crayon  or  water  color. 

If  you  cannot  get  flowers,  the  early  radish  makes  a  beautiful 
study,  with  its  scarlet  root  and  green  leaves.  Mount  best  draw- 
ing on  page  37. 

Spend  the  remainder  of  the  month  on  nature  work.  A  book- 
let containing  spring  drawings  makes  a  pretty  gift. 

APRIL. 

FIRST  YEAR.  DRAWING  BOOK  ONE. 

Pages  40  and  41  of  the  drawing  book  give  exercises  in  color- 
blending  representing  stained  glass.  Use  damp  paper,  in  size 
half  of  6  X  9  sheet.  Carry  out  instructions  in  the  book.  Trim 
and  mount  on  pages  40  and  41. 

MAY. 

FIRST  YEAR.  DRAWING  BOOK  ONE, 

During  the  remainder  of  the  school  term,  the  class  should 
review  any  of  the  exercises  in  the  book  that  are  appropriate  to 
the  season,  or  in  which  the  pupils  need  more  instruction  before 
taking  up  the  work  for  the  next  grade.  This  is  a  good  time 
to  work  for  improvement  in  general  habits  of  drawings.  See 
that  all  books  are  completed  before  the  close  of  school.  Mount 
the  best  specimens  of  work  on  page  42. 


158 

Second   Year. 
SEPTEMBER. 

Teachers  should  carefully  read  General  Suggestions  on  cover  of  drawing 
book,  also  General  Directions  and  Plan  for  Teaching  Book  One  in  this  Out- 
line. 

SECOND   YEAR.  DRAWING   BOOK   TWO. 

Teach  meaning  of  terms  in  connection  with  daily  lessons. 
Study  with  class  illustrations  on  page  4.  "Work  from  grasses 
and  sedges  of  slender  growth  with  seed-heads  not  too  fine  and 
feathery.  Provide  interesting  specimens.  Practice  on  manila 
paper.  Work  from  fresh  specimens  at  each  lesson.  "Work  for 
size-placing  and  expression  of  growth.  Mount  hest  sketch  on 
page  5. 

Study  with  class  illustrations  and  instruction  on  page  6. 
For  practice  work  lise  6x9  manila  paper.  Paint  from  flowers. 
Pupils  should  work  for  bold,  fr^e  expression.  Precede  lesson  in 
color  by  gray  wash-drawing.    Mount  best  work  on  page  7. 

OCTOBER. 

SECOND   YEAR.       .  DRAWING   BOOK   TWO* 

Read  Landscape,  page  3.  Study  with  class  illustration  B, 
page  2.  Paint  landscape  with  sunset  effect.  Practice  on  various 
sizes  of  paper.  When  work  is  satisfactory,  mount  two  speci- 
mens on  page  9. 

Study  with  class  instructions  and  illustration  on  page  10. 
Practice  several  lessons  and  mount  the  best  work  on  page  11. 
On  account  of  its  color,  the  gum  tree  is  a  good  subject. 

NOVEMBER. 

SECOND   YEAR.  DRAWING    BOOK    TWO. 

Fill  upper  half  of  page  13  according  to  directions  on  page 
12.  Refer  to  sketch  C,  page  43.  Mount  the  best  work  on  lower 
half  of  page  13, 

Read  carefully  the  directions  on  page  14.  Complete  a  book 
cover.  Keep  covers  for  future  use.  Pupils  should  review  the 
previous  lessons  in  Book  Two,  and  make  quick  sketches  from 
grasses,  flowers,  fruits,  vegetables,  trees,  landscapes,  and  any- 
thing else  appropriate  to  Thanksgiving.  They  may  select  the 
most  satisfactory  sketches  and  mount  them  on  paper  of 
uniform  size  that  will  fill  the  booklet  cover  made  this  month. 
These  booklets  may  be  taken  home  as  gifts. 


159 
DECEMBER. 

SECOND    YEAR.  DRAWING   BOOK    TWO. 

Study  page  15.  Carry  out  as  many  exercises  as  time  will 
permit. 

Present  double  paper  weaving,  page  16.  Follow  instructions 
on  page  17.  Teachers  should  practice  double  weaving  before 
taking  up  work  with  the  class.  Continue  weaving  exercises  until 
each  pupil  has  made  a  neat  and  pretty  gift  for  Christmas. 

Discuss  illustration  on  page  18.  Pupils  draw  their  own  con- 
ception of  a  Christmas  tree,  or  an  illustration  of  any  topic  sug- 
gested on  that  page.  The  holly  and  mistletoe  are  good  subjects. 
Mount  the  best  work  on  page  19.  If  any  time  remains  devote 
it  to  the  making  of  Christmas  gifts. 

JANUARY. 

SECOND    YEAR.  DRAWING   BOOK    TWO. 

Study  page  20.  Pupils  draw  with  brush  or  make  free-hand 
cuttings  from  Christmas  toys.  Practice  on  6  x  9  manila  paper. 
Mount  on  page  21. 

Study  page  22.  Continue  the  drawing  of  toys.  Work  for 
free,  rapid  expression.    Mount  best  work  on  page  23. 

Study  work  on  page  24.  Teach  folding  and  cutting  of 
quatrefoil,  using  cheap  paper  until  pupils  can  fold  and  cut 
neatly.    Fill  page  25  according  to  directions. 

Study  stained  glass  windows,  page  26,  and  carry  out  direc- 
t-ions. Wherever  Arbor.  Day  is  celebrated,  devote  several  les- 
sons of  the  week  to  painting  or  mass  drawing  of  trees. 

FEBRUARY. 

SECOND    YEAR.  DRAWING   BOOK    TWO. 

Review  suggestions  for  landscape  painting  on  page  3  of  draw- 
ing book  (see  sketch  C  on  page  2).  Discuss  winter  sunsets  with 
pupils.  Lead  them  to  observe  the  appearance  of  sky  each  even- 
ing.   Paint  winter  sunsets.    Mount  best  sketches  on  page  42. 

Interest  pupils  in  stories  of  Washington's  boyhood.  Let  sev- 
eral pupils  march  around  the  room  impersonating  soldiers. 
Pupils  may  draw  or  paint  marching  children  (see  sketch  A, 
page  2). 

Study  page  28.  Let  pupils  tell  what  action  or  attitude  each 
represents.    Fill  page  29  according  to  directions. 


160 
MARCH. 

SECOND   YEAR.  '  DRAWING   BOOK   TWO. 

Study  page  36.  Paint  from  budding  twigs,  flowers,  foliage, 
etc.  Work  for  large,  free  expression,  and  follow  directions  for 
page  37. 

Study  page  38.  Supply  the  class  with  strips  of  manila  paper. 
Practice  brush  strokes  shown  in  illustrations.  Pupils  should 
work  on  border  until  good  results  are  obtained  before  taking  up 
another.     Fill  page  39  according  to  directions. 

Make  book  covers  according  to  directions,  page  40.  Mount 
best  work  on  page  41.  Spend  the  remaining  time  on  nature 
work — flowers,  fruits  and  vegetables. 

APRIL. 

SECOND   YEAR.  DRAWING   BOOK   TWO. 

Study  page  30.  Follow  instructions  on  this  page.  Practice 
and  fill  page  31. 

Study  illustration  and  text  on  page  32.  Practice  for  and 
fill  page  33  according  to  directions. 

Study  page  34.  Follow  the  directions  on  6  x  9  practice 
paper,  and  mount  on  page  35. 

MAY. 

SECOND   YEAR.  DRAWING  BOOK   TWO. 

During  the  remainder  of  the  school  term  the  class  should 
review  any  of  the  exercises  that  are  appropriate  to  the  season,  or 
on  which  they  need  more  instruction  before  taking  up  the  work 
of  the  next  grade.  This  is  a  good  time  to  work  for  improve- 
ment in  general  habits  of  drawing.  See  that  all  books  are  com- 
pleted before  the  close  of  school. 

Third   Year. 

Teachers  should  read  General  Suggestions  on  Cover  of  drawing  book,  and 
also  General  Directions  and  Plan  for  Teaching  Book  One  in  this  Outline. 

SEPTEMBER. 

THIRD   YEAR.  DRAWING   BOOK    THREE. 

Teach  meaning  of  terms  in  connection  with  daily  lessons 
(see  Glossary  of  Terms,  on  back  page  of  drawing  book).  Study 
directions  and  illustration  on  page  4.  Select  grasses  of  slender 
growth  or  with  seed-heads  not  too  fine  and  feathery.  Draw 
seed-heads,  stems  and  leaves  of  life  size.    Mount  on  page  5. 


161 

Study  page  6.  Arrange  studies  for  class  as  suggested  in 
paragraph  3,  inside  cover  of  drawing  book.  Practice  painting 
fall  flowers.  Provide  interesting  specimens  for  each  lesson. 
Work  for  good  size  and  free  handling  of  color. 

OCTOBER. 

THIRD   YEAR.  DRAWING  BOOK   THREE. 

Paint  rose-hips  (see  paragraph  Flowers  and  Plants,  page  3; 
see  also  sketch  A,  page  43).  If  you  cannot  get  rose-hips,  work 
from  dogwood  berries,  small  red  pepper  or  other  seed-pods. 

Practice  various  steps  in  landscape  painting,  such  as  water- 
wash,  sky-wash,  foreground  and  cloud  effects,  sunset  effects 
(see  Book  One,  page  3,  and  observe  sketches  on  page  2  of  same 
book;  see  also  suggestions  on  pages  2  and  3,  Book  Two).  Fill 
page  9  according  to  instructions  on  page  8. 

Study  directions  and  illustrations  on  page  10.  Practice 
drawing  from  various  kinds  of  trees.  On  page  11  mount  large, 
free  mass  or  neutral  wash  drawing  of  tree.  Select  trees  that 
have  striking  characteristics,  such  as  the  china-berry  tree,  the 
live-oak  and  the  weeping-willow. 

NOVEMBER. 

THIRD   YEAR.  DRAWING   BOOK   THREE. 

Study  page  12.  Carry  out  work  as  planned.  Mount  outline 
sketch  of  vegetable  on  upper  half  of  page  13.  Fill  lower  half 
of  page  13  with  a  similar  sketch  from  another  specimen. 

Study  page  14  for  Thanksgiving  suggestions.  Follow  in- 
structions on  this  page.     Mount  sketch  on  page  15. 

Follow  instructions  on  page  16. 

DECEMBER. 

THIRD   YEAR.  DRAWING   BOOK   THREE. 

Study  page  18.  After  practicing  these  and  similar  designs, 
mount  two  of  the  best  sketches  on  page  19. 

Study  page  20.  Teachers  should  make  the  box  before  dic- 
tating it  to  the  class.    This  box  will  make  an  attractive  gift. 

Study  drawing  book,  page  21.  Follow  directions  and  use 
completed  calendar  for  Christmas  gift. 


162 
JANUARY. 

THIRD   YEAR.  DRAWING   BOOK   THREE. 

Study  page  22.  Follow  directions.  Sketches  from  same 
toy  in  two  different  positions  should  be  made  at  each  lesson. 
Practice  drawing  in  outline  or  in  mass  from  toys  or  other  in- 
teresting objects.  Work  for  improvement  in  proportion  and 
shape,  size  and  space  filling.     Mount  on  page  23. 

Read  and  carry  out  directions  on  page  24.  Mount  the  draw- 
ing on  page  25.  Study  page  28.  Read  directions  and  discuss 
action.    Practice  for  quick  characteristic  drawing.    Fill  page  29. 

FEBRUARY. 

THIRD   YEAR.  DRAWING   BOOK   THREE. 

Study  page  26.  Discuss  history  and  tradition  of  St.  Val- 
entine. Praetice  drawing  and  lettering  of  appropriate  senti- 
ments. Pupils  should  make  design  for  valentines.  Fill  page  27 
according  to  directions.  Study  page  32.  Discuss  with  class  the 
use  of  the  book-cover  in  determining  its  shape  and  size.  Pupils 
should  use  bogus  paper  9  x  12.  Fold  to  6  x  9.  Practice  suitable 
design  and  title  for  cover.  Each  pupil  should  trim  his  best 
landscape  and  mount  them  on  sheet  of  9  x  12  paper  folded  to 
form  a  booklet.    Mount  a  duplicate  of  cover  on  page  33. 

MARCH. 

.THIRD    YEAR.  DRAWING   BOOK   THREE. 

Study  page  30.  Carry  out  directions  on  this  page  and 
mount  on  page  31.  Study  page  34,  follow  directions  and  place 
two  sketches  on  page  35.  Study  page  36.  Paint  from  spring 
flowers,  foliage,  buds  and  twigs.  Mount  on  page  37  according 
to  directions. 

Study  page  38  and  do  as  much  of  this  work  as  time  will 
permit.     Select  the  objects  most  interesting  to  the  pupils. 

APRIL. 

THIRD   YEAR.  DRAWING   BOOK    THREE. 

Study  page  40,  follow  directions  and  mount  on  page  41. 
For  the  remainder  of  the  month  continue  the  work  on  the  doll 
house,  pages  38  and  39.  Satisfactory  and  interesting  results 
may  be  obtained  from  home  materials. 


163 
MAY. 

THIRD   YEAR.  DRAWING   BOOK   THREE. 

During  the  remainder  of  the  school  term  the  class  should 
review  any  of  the  exercises  in  the  book  which  are  appropriate  to 
the  season,  or  on  which  the  pupils  need  more  instruction  before 
taking  up  the  work  of  the  next  grade.  Mount  the  best  speci- 
mens on  page  42.  This  is  a  good  time  to  work  for  improve- 
ment in  general  habits  of  drawing.  See  that  all  books  are  com- 
pleted before  the  close  of  the  school  period. 

Fourth  Year. 

Teachers  should  read  General  Suggestions  on  cover  of  drawing  book,  also 
General  Directions  and  Plan  for  Teaching  Book  One  in  this  course. 

SEPTEMBER. 
fourth  year.  drawing  book  four. 

Pupils  should  read  as  first  lesson  paragraphs  4  and  5  in 
General  Suggestions,  inside  of  front  cover.  Practice  arranging 
shadow-box  for  background.  Discuss  with  class  uses,  reasons, 
etc.  Assign  for  study  illustration  and  text  on  page  4  before 
next  lesson.  Point  out  the  main  features  of  the  lesson  to  be 
studied.  Spend  the  first  ten  minutes  of  the  second  lesson  in 
recitation,  making  sure  that  the  pupil  has  studied  and  under- 
stood the  work  assigned.  Pupils  should  refer  to  Glossary  of 
Terms  in  back  of  book  for  meaning  of  any  terms  not  understood, 
and  should  use  art  terms  in  the  discussion  of  all  work  in  drawing. 
Begin  the  third  lesson  by  practicing  sketches  similar  to  the  illus- 
tration shown  on  page  4.  Use  shadow-box.  Pupils  mount  best 
sketches  on  page  5. 

Assign  Exercise  II  for  next  lesson.  Begin  work  of  lesson 
by  brief  recitation.  Pupils  should  be  encouraged  to  provide 
specimens.  Practice  on  6  x  9  paper.  Draw  from  different  ar- 
rangements each  lesson.    Mount  best  work  on  page  7. 

Discuss  work  for  next  lesson.  Paint  autumn  leaves  (see 
sketch  C,  page  2,  also  paragraph  6,  Autumn  Leaves,  page  3). 
Work  for  free  handling  of  clear  color.  Branches  of  dogwood, 
bamboo-vine  and  china-berry  make  good  specimens. 

OCTOBER. 
fourth  year.  drawing  book  four. 

Landscape  in  color.  Begin  lesson  by  recitation  after  study 
of  General  Suggestions,  pages  1  and  2.     Practice  simple  land- 


164 

scape  effects,  showing  road.  Use  various  proportions  of  oblong 
paper  for  lessons  on  different  days.  Paint  simple  landscape  in 
autumn  colors,  like  Sketch  D,  page  39.  Mount  best  work  on 
page  38. 

Study  page  8,  Exercise  IIT.  Practice  drawing  trees  with 
which  pupils  are  familiar.  Mount  best  work  on  page  9.  Pay 
special  attention  to  good  placing  on  the  page.  If  any  time  re- 
mains, spend  it  on  autumn  nature  work. 

NOVEMBER. 

FOURTH  YEAR.  DRAWING  BOOK  FOUR. 

Study  page  10,  Exercise  IV.  Proceed  in  accordance  with 
general  plan.  Follow  instructions  on  paper  9  x  12.  Within  an 
oblong  place  a  design  suitable  for  the  cover  of  a  book  of  seed, 
shrub  and  plant  sketches.  Use  the  cotton-boll  worked  out  in 
tones  of  brown  on  light  brown  paper.  Practice  lettering  before 
placing  the  title  on  the  cover.  Trim  and  mount  sketches  of 
autumn  flowers,  grasses  and  landscapes,  previously  drawn,  and 
complete  the  book.  Make  a  similar  cover,  using  some  other 
seed-pod  as  the  motive  for  design.  Mount  on  page  11.  De- 
vote the  remainder  of  the  month  to  work  suitable  for  Thanks- 
giving. 

DECEMBER. 

FOURTH  YEAR.  DRAWING  BOOK  FOUR. 

Study  page  12,  paragraphs  1  and  2.  Make  circle-marker 
and  test-square  as  directed.  Practice  drawing  circles.  Study 
paragraphs  3  and  4.  This  exercise  may  be  placed  directly  on 
page  13.  Assign  as  next  lesson  page  14.  Follow  general  plan. 
Mount  designs  on  page  15.  Teacher  may  do  work  for  Christ- 
mas by  following  directions  in  the  last  paragraph  of  page  14. 

Make  calendars.  Use  care  in  the  general  arrangement,  placing 
of  pads,  spacing,  etc. 

JANUARY. 

FOURTH  YEAR.  DRAWING  BOOK  FOUR. 

Study  page  16,  Exercise  VII.  Before  drawing,  make  sure 
that  pupils  understand  perspective  principles  presented  in  this 
lesson.  Practice  on  6  x  9  manila  paper.  Fill  upper  half  of 
page  17  according  to  directions. 

Study  page  16,  Exercise  VIII.  Carry  out  instructions  in 
Exercise  VIII  on  lower  half  of  page  17. 


165 

Study  page  18.  Practice  similar  groups,  such  as  those  sug- 
gested on  page  18,  on  6  x  9  paper.  Work  in  outline,  showing 
accented  lines.  As  soon  as  work  is  satisfactory,  mount  on 
page  19. 

FEBRUARY. 

FOURTH  YEAR.  DRAWINO  BOOK  FOUR. 

Study  page  20.  Practice  painting  from  Chinese ,  lanterns. 
Call  special  attention  to  position  and  appearance  of  rims.  Teach 
perspective  of  rims.    Fill  page  21  according  to  directions. 

Study  page  22.  Practice  sketching  very  quickly  from  the 
pose.  The  same  child  should  assume  three  or  four  positions.  Let 
different  pupils  pose  on  different  days.  When  work  is  satis- 
factory mount  on  page  23. 

MARCH. 

FOURTH  YEAR.  DRAWING  BOOK  FOUR. 

Study  page  24.  Practice  until  satisfactory  results  are  ob- 
tained, and  mount  on  page  25.    A  parrot  makes  a  good  subject. 

Practice  work  given  on  page  26,  giving  class  at  least  two 
lessons  on  lettering  this  simple  alphabet.  Fill  page  27  as  di- 
rected. 

Study  page  34.  Make  large  brush  sketches  of  amaryllis, 
iris,  jonquils,  or  other  large  spring  flowers.  Mount  the  best 
sketch  on  page  35. 

APRIL. 

FOURTH  YEAR.  DRAWING  BOOK  FOUR. 

Study  page  28.  Devote  first  lesson  to  a  recitation  from  the 
text,  and  then  permit  pupils  to  practice  without  further  instruc- 
tion, each  working  out  from  the  book  the  pattern  of  an  envel- 
ope that  he  may  select.  Each  pupil  should  preserve  his  best 
pattern.  Review  pattern-making  and  fill  pages  29  and  31,  and,  if 
time  permits,  page  33. 

MAY. 

FOURTH  YEAR.  DRAWING  BOOK  FOUR. 

Study  page  36.  Apply  flower  designs  to  book-cover,  invita- 
tions or  programs.    Mount  duplicate  on  page  37. 

During  the  remainder  of  the  school  year  the  class  should 
review  any  of  the  exercises  in  the  book  that  are  appropriate  to 
the  season,  or  on  which  the  pupil  needs  more  instruction  before 


166 

taking  up  the  work  of  the  next  grade.  This  is  a  good  time  to 
work  for  improvement  in  general  habits  of  drawing.  See  that 
all  books  are  completed  before  the  close  of  the  year. 

Fifth   Year. 

Teachers  should  read  General  Suggestions  on  cover  of  drawing  book,  also 
General  Directions  in  this  Course  of  Study. 

SEPTEMBER. 

FIFTH   YEAR.  DRAWING  BOOK  FIVE. 

Pupils  should  read,  as  the  first  lesson,  paragraphs  4  and  5 
of  General  Suggestions  inside  of  front  cover,  and  page  1,  Book 
Five.  Practice  arranging  shadow-box  for  background;  discuss 
with  the  class  its  uses,  why  it  is  employed,  etc.  Assign  page  4 
to  class  for  study  before  next  lesson.  Spend  the  first  part  of 
the  second  lesson  in  recitation,  making  sure  that  the  class  has 
studied  and  understood  the  work  previously  given.  Train  pupils 
to  refer  to  Glossary  of  Terms  in  back  of  books.  Encourage  the 
use  of  art  terms  in  the  discussion  of  all  work  in  drawing.  Begin 
the  third  lesson  by  practicing  sketches  from  specimens  similar  to 
illustrations  shown  on  page  4.  Mount  on  page  5.  Paint  from 
autumn  leaves  of  brilliant  color  (see  sketch  C,  page  39,  and  para- 
graph 8,  Autumn  Leaves  and  Berries,  page  3).  Arrange  studies 
against  background,  and  paint  in  life  size.  Mount  the  best  on 
tinted  paper. 

OCTOBER. 

FIFTH   YEAR.  DRAWING  BOOK   FIVE. 

Continue  work  from  autumn  leaves,  or  from  other  similar 
studies,  and  after  satisfactory  practice,  mount  on  page  36.  Then 
present  landscape  in  color  (see  illustration  A,  page  2).  Pupils 
should  save  the  best  work  and  mount  on  page  37. 

Study  page  6,  Exercise  II.  Fill  page  7  according  to  direc- 
tions. 

Study  page  10,  Exercise  V.  Pupils  should  save  best  work. 
Review  last  two  lessons.  Complete  page  11  according  to  direc- 
tions. 

NOVEMBER. 

FIFTH   YEAR.  DRAWING  BOOK   FIVE. 

Study  page  8  and  follow  directions,  mounting  two  speci- 
mens of  best  work  on  page  9. 


167 

Study  page  14.  Decide  upoa  the  size,  material,  and  color 
scheme  for  the  case  of  clippings.  On  practice  paper,  make  sev- 
eral designs  suitable  for  the  cover.  Mount  one  or  two  of  these 
on  page  15.  Apply  the  best  design  to  the  cover  before  binding. 
This  clipping  case  will  be  suitable  for  a  Christmas  gift. 

DECEMBER. 

FIFTH   YEAR.  DRAWING   BOOK   FIVE. 

Study  page  16  and  follow  the  directions.  Apply  the  best 
design  to  a  blotter  cover.  Work  for  color  harmony.  Finish  the 
work  begun  last  month  for  Christmas  gifts ;  also  make  calendars. 
The  landscape  sketches  are  very  effective .  if  well  spaced  and 
mounted  on  heavy  mounting  board  or  paper. 

JANUARY. 

FIFTH   YEAR.  DRAWING   BOOK   FIVE. 

Study  page  12  and  practice  until  work  is  well  done,  then 
fill  page  13  according  to  directions. 

Study  page  18,  Exercises  X  and  XI.  Draw  from  groups 
containing  tumblers.  These  groups  should  be  placed  on  desk 
boards  between  every  other  row  of  seats,  so  that  pupils  may 
have  a  chance  to  observe  the  appearance  of  ellipses  at  various 
levels  below  the  eye.  When  work  is  satisfactory,  sketch  two 
groups  lightly  on  page  19  and  finish  with  accented  lines. 

Study  page  20  and  give  particular  attention  to  quality  of 
lines.  Pupils  should  practice  drawing  from  groups  until  they 
are  reasonably  satisfactory.  Give  particular  attention  to  mass 
and  grouping,  and  mount  on  page  21  according  to  directions. 

FEBRUARY. 

FIFTH   YEAR.  DRAWING  BOOK   FIVE. 

Study  page  22,  practice  until  work  is  satisfactory.  Mount, 
on  page  23. 

Continue  life  work  and  make  several  practice  drawings  on 
large  paper.  Give  particular  attention  to  leading  lines  and  fill 
page  38. 

Study  page  24.  Practice  large,  quick  sketches.  Try  for 
action,  expressing  it  with  few  lines.  Fill  page  25  according 
to  directions. 


168 

Study  page  26  and  carry  out  work  as  instructed.  Different 
children  should  pose  for  different  lessons.  Make  neutral  wash 
sketches  in  quick,  free  style.  Notice  that  sketch  on  page  26 
is  expressed  by  mass  rather  than  outline.  Fill  page  27  according 
to  directions. 

MARCH. 

FIFTH   YEAR.  DRAWING   BOOK   FIVE. 

Study  page  32.  Follow  the  directions.  After  several  days* 
work,  mount  two  of  the  best  results  on  page  33. 

Study  pages  28  and  29,  devoting  at  least  two  lessons  to  the 
problem.  Complete  work  as  directed.  If  any  time  remains, 
devote  it  to  nature  work. 

APRIL. 

FIFTH   YEAR.  DRAWING   BOOK   FIVE. 

Study  page  30.  Discuss  text,  and  proceed  in  the  same  man- 
ner as  in  the  last  lessons,  bringing  out  all  new  points.  Finish 
work  as  soon  as  pupils  understand  it  thoroughly. 

Carry  out  work  on  page  31  according  to  directions.  Various 
pupils  should  demonstrate  on  blackboard.  When  class  is  thor- 
oughly familiar  with  this  work,  pupils  may  proceed  to  make 
patterns  for  box  as  described  on  page  31. 

MAY. 

FIFTH    YEAR.  DRAWING   BOOK    FIVE. 

Study  page  34.  Work  out  the  exercises  as  directed  and 
fill  page  35.  See  that  all  mounting  and  pasting  is  neatly  and 
carefully  done.  Touch  only  the  four  corners  of  the  sketch  to 
be  mounted,  instead  of  pasting  it  all  over. 

During  the  remainder  of  the  term,  the  class  should  review 
any  of  the  exercises  in  the  book  that  are  appropriate  to  the  sea- 
son or  on  which  the  pupils  need  more  instruction  before  taking 
up  the  work  of  the  next  grade.  This  is  a  good  time  for  im- 
provement in  general  habits  of  drawing.  See  that  all  books  are 
completed  before  the  close  of  school. 

Sixth   Year. 

Teachers  should  read  General  Suggestions  on  cover  of  drawing  book,  also 
General  Directions  in  this  Course  of  Study. 

SEPTEMBER. 

sixth    year.  DRAWLING   BOOK   SIX. 

Pupils  should  read  paragraphs  4  and  5  of  General  Sugges- 
tions inside  of  front  cover  of  book,  for  first  lesson.     Practice 


169 

arranging  shadow-box  for  background.  Discuss  with  the  class 
its  uses.  Study  illustrations  and  text  on  page  4  for  next  lesson. 
Pupils  should  refer  to  Glossary  of  Terms  in  back  of  book  for 
meaning  of  technical  expressions  that  they  do  not  understand. 
Encourage  use  of  art  terms  in  the  discussion  of  all  work  in  draw- 
ing. Begin  the  third  lesson  by  practicing  sketches  similar  to  the 
illustration  shown  on  page  4.  Make  a  finder.  By  means  of  a 
finder,  select  a  pleasing  arrangement  from  sketches  made  in  pre- 
vious lesson.  Then  present  fall  flowers  in  color.  Refer  to  sketch 
on  page  2,  and  study  directions  for  painting  wild  sunflower,  para- 
graph 3,  page  3.    Fill  page  5  according  to  directions. 

Study  page  6.  Draw  on  9  x  12  paper.  After  satisfactory 
results  are  obtained,  pupils  should  make  large,  free  drawings 
and  mount  on  page  7. 

Study  page  8.  Work  from  objects,  and  when  work  is  satis- 
factory, fill  page  9.  If  good  results  are  not  obtained,  continue 
the  work  next  month. 

OCTOBER. 

SIXTH   YEAR.  DRAWING   BOOK   SIX. 

Autumn  landscapes.  Begin  work  with  recitation  on  para- 
graph 4,  page  3.  Pupils  should  paint  landscapes  from  nature. 
They  should  observe  sky,  trees  and  color  of  ground.  The  first 
sketch  is  to  include  sky,  distant  trees  and  simple  foreground. 
Mount  best  results  on  upper  half  of  page  38. 

Study  page  10,  Exercise  V.  Conduct  recitation  on  text  and 
illustrations  A,  B  and  C.  Pupils  should  make  several  original 
designs,  based  on  this  instruction.  When  work  is  satisfactory, 
fill  page  11. 

NOVEMBER. 

SIXTH    YEAR.  DRAWING   BOOK   SIX. 

Study  page  12.  Pupils  should  plan  and  draw  single  letters 
to  show  that  they  understand  the  text  and  the  meaning  of  pro- 
portions. Practice  letters  before  filling  page  13.  When  work  is 
satisfactory,  fill  page  13.  The  rest  of  the  time  this  month  may 
be  devoted  to  making  Christmas  gifts  as  suggested  on  pages 
16  and  17. 


170 
DECEMBER. 

SIXTH   YEAR.  DRAWING   BOOK   SIX. 

Continue  the  Christmas  work  begun  last  month. 

Study  page  14  and  fill  page  15  according  to  directions.  Print 
invitations  or  short  poems  with  initial  letter  or  marginal  illus- 
trations appropriate  to  the  season.  Decorate  invitations,  pro- 
grams, place-cards  or  post-cards. 

JANUARY. 

SIXTH   YEAR.  DRAWING   BOOK   SIX. 

Study  page  18,  making  sure  that  the  pupils  have  read  care- 
fully and  fully  understand  the  text  on  this  page  before  attempt- 
ing to  draw.  Fill  page  19  as  directed.  "Work  from  objects 
placed  on  desk  boards. 

Study  page  20,  and  carry  out  on  page  21  work  as  suggested. 

Study  the  perspective  of  objects,  page  22.  These  lessons 
should  be  very  carefully  presented  and  practiced  until  every 
pupil  understands  thoroughly  the  appearance  of  objects  in  dif- 
ferent positions  below  the  level  of  the  eye.  Fill  page  23  accord- 
ing to  directions. 

FEBRUARY. 

SIXTH   YEAR.  DRAWING   BOOK   SIX. 

Study  page  24.    Work  from  life,  and  fill  page  25. 

Study  page  26,  mounting  as  many  of  the  sketches  as  are 
satisfactory  on  page  27. 

Study  page  28.  Teacher  demonstrates  upon  the  board,  so 
that  every  pupil  may  have  a  clear  idea  of  the  work.  The  rest 
of  the  month  practice  for  and  fill  pages  29  and  31. 

MARCH. 

SIXTH   YEAR.  DRAWING   BOOK   SIX. 

Work  from  spring  flowers,  fruits  and  vegetables.  Precede 
some  of  the  color  lessons  by  work  in  neutral  washes.  Make 
many  sketches  from  spring  growths,  and  try  to  express  in  two 
or  three  different  ways  the  various  qualities  of  the  plant.  When 
the  studies  will  admit,  use  panels,  as  suggested  on  page  34. 
Mount  on  page  35.  The  azalia,  yellow  jasmine  and  peach  blos- 
som make  good  subjects. 


171 

Study  page  32.  Pupils  should  design  several  boxes  for  va- 
rious purposes.  Review  sketches  and  make  two  drawings  on 
page  33.  Review  page  10,  and  plan  designs  suitable  for  decora- 
tions of  round  or  square  boxes.  Any  extra  time  this  month  may 
be  devoted  to  such  lessons  as  the  teacher  may  wish  to  review. 

APRIL. 

SIXTH   YEAR.  DRAWING  BOOK   SIX. 

Put  emphasis  on  design  this  month.  Study  page  36  thought- 
fully. Make  shapes  for  designs  from  plants  and  leaves  as  sug- 
gested. Give  much  practice  in  this  kind  of  work.  Select  best 
results  and  fill  page  37.  If  you  have  time,  make  work-bag  ac- 
cording to  directions  on  page  36. 

MAY. 

SIXTH   YEAR.  DRAWING  BOOK  SIX. 

During  the  remainder  of  the  school  term,  the  class  should 
review  any  of  the  exercises  in  the  book  which  are  appropriate 
to  the  season,  or  on  which  the  pupils  need  more  instruction 
before  taking  up  the  work  of  the  next  grade.  This  is  a  good 
time  to  work  for  improvement  in  general  habits  of  drawing.  See 
that  all  books  are  completed  before  the  close  of  school.    . 

Seventh    Year. 

Teachers  should  read  General  Suggestions  on  cover  of  drawing  book,  also 
General  Directions  in  this  Course  of  Study. 

SEPTEMBER. 

SEVENTH   YEAR.  DRAWING  BOOK   SEVEN. 

See  first  lessons  in  sixth  year  work  for  suggestions  for  first 
three  lessons  of  seventh  year.  Study  page  4.  Begin  work  by 
oral  recitations  on  text  and  illustration.  When  work  is  satisfac- 
tory mount  on  page  5. 

Present  fall  flowers  or  autumn  leaves  in  color  (see  sketches 
A  and  B,  page  39;  also  paragraph  5,  page  3).  Pupils  save 
best  work.  Study  page  6,  Exercise  II.  Follow  directions  as 
given,  and  mount  on  upper  half  of  page  7.  For  Exercise  III, 
page  6,  make  finder  and  use  upon  the  previous  nature  sketches. 
Plan  a  decorative  arrangement  within  an  oblong.  Fill  shapes 
with  flat  washes  of  gray  or  color.  Mount  best  efforts  on  lower 
half  of  page  7. 


172 
OCTOBER. 

SEVENTH  YEAR.  DRAWING  BOOK  SEVEN. 

Study  page  8,  Exercise  IV.  Pupils  should  copy  sketches  on 
this  page  for  practice  in  technique  (see  Glossary  of  Terms,  page 
41).  Practice  drawing  from  trees,  seen  from  the  window  at 
school  or  at  home,  or  from  photographs  of  trees.  Add  very 
simple  landscape  suggestion.    Fill  page  9  according  to  directions. 

Study  page  10,  Exercise  V.  Make  an  original  sketch  from 
nature  or  from  a  photograph.  Add  washes  of  color  as  in  sketch 
A  on  page  2  (see  page  3,  paragraph  3,  of  book).    Fill  page  11. 

Study  page  12.  Practice  until  the  work  is  satisfactory  and 
fill  page  13.  You  may  need  to  carry  this  work  into  the  next 
month. 

NOVEMBER. 

SEVENTH   YEAR.  DRAW^ING  BOOK   SEVEN. 

Finish  work  outlined  for  pages  13  and  14.  Use  a  Thanks- 
giving quotation  with  suitable  marginal  decorations.  Practice 
landscapes  to  be  used  on  calendars.  Mount  the  best  on  oblongs 
of  pasteboard  covered  with  tinted  construction  paper.  Punch 
two  holes  at  the  top  and  hang  with  cord  or  raffia. 

DECEMBER. 

SEVENTH   YEAR.  DRAWING   BOOK   SEVEN. 

Make  scrap-basket  described  on  page  38,  to  be  used  for 
Christmas  gift.  Bring  in  holly,  mistletoe  and  bamboo-vine,  study 
and  make  decorative  arrangements  in  panels  of  different  sizes 
and  proportion.  Use  color  or  neutral  washes.  Mount  on  tinted 
paper  for  book  covers. 

JANUARY. 

SEVENTH   YEAR.  DRAWiTSTG   BOOK   SEVEN. 

Study  page  16  carefully.  .  Work  from  objects  and  place 
sketches  on  page  17.  Study  still-life  composition  according  to 
direction  on  page  18  and  fill  page  19. 

Study  page  20,  and  practice  large,  free  drawing,  in  outline 
only.    Fill  page  21  according  to  directions. 

FEBRUARY. 

SEVENTH   YEAR.  DRAV^ING   BOOK   SEVEN. 

Study  page  22,  and  work  in  outline  until  pupils  under- 
stand laws  governing  perspective.     Fill  page  23  according  to 


173 

directions.    For  page  24,  make  several  sketches  without  erasing. 
Fill  page  25  according  to  directions. 

Study  page  26.  Fill  page  27,  according  to  directions.  Re- 
view any  lessons  desired  by  the  teacher. 

MARCH. 

SEVENTH   YEAR.  DRAWING   BOOK   SEVEN. 

Industrial  drawing  according  to  page  28.  Place  work  on 
page  29.  If  this  work  is  satisfactory,  and  you  have  any  time 
left,  paint  from  spring  flowers,  foliage,  trees,  etc.,  or  paint 
spring  landscapes. 

APRIL. 

SEVENTH   YEAR.  DRAWING  BOOK   SEVEN. 

Study  page  30  and  place  drawings  on  page  31.  Make  a 
candle  or  electric  light  shade,  using  heavy  paper  with  decora- 
tions worked  out  in  water  colors.  If  any  time  remains,  use  for 
nature  work.  This  will  be  an  application  of  the  principles 
just  studied. 

MAY. 

SEVENTH    YEAR.  DRAWING   BOOK    SEVEN. 

Industrial  drawing  according  to  pages  32  and  34,  and,  if 
time,  page  36. 

During  the  remainder  of  the  school  term  the  class  should 
review  any  of  the  exercises  in  the  book  that  are  appropriate 
to  the  season,  or  on  which  the  pupils  need  more  instruction 
before  taking  up  the  work  of  the  next  grade.  This  is  a  good 
time  to  work  for  an  improvement  in  general  habits  of  drawing. 
See  that  all  books  are  completed  before  the  close  of  school. 


Vocal  Music 


Music  is  taught  in  the  public  schools  for  the  purpose  of 
teaching  children  to  sing,  to  love  to  sing,  and  to  appreciate 
good  music.  Successful  teaching  in  this  subject  is  based  upon 
the  song.  The  final  test  is  the  degree  of  appreciation  and  dis- 
crimination with  which  the  pupils  sing  their  songs.  Instruc- 
tion in  the  technique  of  music  should  not  be  made  an  end  in  itself. 
Ability  to  sing  opens  an  avenue  of  expression  as  a  means  of 
pleasure  to  the  pupils  themselves  and  of  imparting  pleasure  to 
others.  With  this  purpose  in  mind  the  following  suggestions  as 
to  method  of  instruction  are  offered. 

There  are  three  steps  in  the  study  of  vocal  music. 
First.  Pupils  are  introduced  to  the  study  of  music  through 
the  singing  of  songs  learned  by  imitation.  The  songs  should 
be  sung  simply  for  the  pleasure  they  yield.  Thus  pupils  gain 
some  musical  experience.  They  should  learn  to  sing  by  singing. 
As  much  care  should  be  given  to  the  selection  of  the  singing 
material  as  is  given  to  the  selection  of  material  for  reading. 

Second.    Study  of  song  structure  and  the  analysis  of  scftigs 
is  now  begun.     The  work  is  based  upon  rote  songs. 
Pupils  learn  to  separate  the  songs  into  phrases. 

(See  directions  for  analysis  of  songs  into  phrases  in  the 
'^ Outline  by  Grades/'  first  grade,  second  grade.) 
The  pupils  are  led  to  respond  to  the  rhythmic  movement  of 
the  song. 

(See  directions  for  rhythm  work,  first  and  second  grades.) 
Tonality  is  taught  through  singing  the  sol  fa  syllables  to 
their  songs. 

( See  directions  for  tonality  work,  first  and  second  grades. ) 
Pupils  begin  the  study  of  intervals  as  founds  in  their  songs. 
(See  directions  for  interval  study,  first,  second  and  third 
grades.) 
Pupils  are  taught  to  observe  the  notation  of  their  songs. 
(See  directions  for  ''Introduction  to  Notation,'*  second 
grade.) 
In  all  of  this  work  the  essential  point  is  the  quality  of  the 
singing. 


175 

Third.  The  formal  study  of  music  is  begun.  The  pupil  ap- 
plies in  the  reading  of  new  music  the  knowledge  he  has  gained 
of  the  structure  of  music  and  of  musical  notation.  In  schools 
where  music  has  not  been  taught,  all  grades  should  begin  with 
the  work  of  the  First  Step.  It  is  suggested  that  the  books  be 
assigned  to  the  grades  as  outlined  below  without  reference  as  to 
whether  the  pupils  have  had  previous  instruction.  While  the 
instruction  in  an  upper  grade  may  be  that  outlined  for  the  lower 
grades,  it  should  be  based  upon  the  book  of  that  upper  grade. 

OUTLINE    BY    GRADES. 
First   Grade. 
Material. 

"A  Primer  of  Vocal  Music"  in  the  hands  of  the  teacher. 
The  teacher  should  read  and  re-read  the  introduction  to  this 
book. 

The  primer  is  divided  into  four  parts.  All  the  songs  in 
Part  I  and  the  songs  preceding  the  formal  scale  of  each  key  in 
Part  II  should  be  taught  as  rote  songs.  In  Part  III  the  songs 
are  exclusively  for  rote  singing.  It  is  suggested  that  at  least 
four  or  five  of  the  rote  songs  in  Part  III  be  taught  in  this  grade. 

The  active  faculties  of  the  child's  mind  at  this  age  are  imi- 
tation, memory,  lively  imagination,  keen  observation  and  sponta- 
neity. These  traits  of  the  child's  mind  should  shape  our  meth- 
ods in  teaching  music  as  they  do  in  the  teaching  of  other  sub- 
jects. 

When  teaching  a  song,  the  teacher  should  first  tell  the  story. 
The  dramatic  idea  of  the  song  should  be  vividly  presented.  The 
children's  interest  being  aroused,  they  will  be  eager  to  hear 
the  song.  The  teacher  should  then  sing  one  stanza  of  the  song; 
and  have  the  children  follow,  phrase  by  phrase,  until  the  melody 
is  learned.  When  the  children  can  sing  one  stanza  of  the  song, 
the  teacher  should  teach  a  new  song.  Better  singing  is  secured 
by  reviewing  songs  frequently  than  by  constant  drilling.  More 
complete  learning  of  the  song  should  be  secured  by  review. 

Note:  It  is  essential  that  the  teacher  who  sings  the  song 
be  capable  of  singing  in  tune.  It  is  not  at  all  necessary  that  she 
should  be  a  soloist.  In  fact,  a  teacher  who  sings  naturally  and 
tunefully  has  better  success  in  teaching  songs  to  little  children 
than  a  more  artistic  singer.     If  a  teacher  cannot  sing  in  tune 


176 

she  should  exchange  work  at  the  music  period  with  some  teacher 
who  can. 

Voice  Work. 

Children's  voices  have  two  characteristic  qualities — sweet- 
ness and  weakness.  The  first  care  of  the  teacher  must  be  to  pro- 
tect the  child  voice.  Voice  teachers  advise  that  the  child  be 
kept  singing  lightly  and  sweetly.  The  head  quality  of  tone 
should  be  cultivated  and  maintained.  The  vocal  organs  must 
be  kept  free  and  relaxed.  The  child  should  be  required  to  speak, 
read  and  sing  in  his  natural  voice,  the  teacher  furnishing  a  good 
example.  The  teacher  should  never  trust  herself  or  one  of  the 
children  to  pitch  a  song.  The  proper  pitch  should  be  given 
from  a  chromatic  pitch  pipe  or  from  a  musical  instrument. 

Rhythm. 

Children  respond  to  rhythm  more  readily  than  to  pitch,  there- 
fore the  rhythm  of  a  song  should  be  taught  first.  This  may  be 
begun  when  the  teacher  first  sings  the  song.  Ask  the  children 
to  keep  time  by  clapping  softly,  tapping,  swinging,  marching 
or  stepping.  Children  should  be  led  to  respond  to  the  rhythm 
of  their  songs  smoothly  and  evenly. 

Monotones. 

The  classification  of  those  who  sing  in  tune  and  those  who 
do  not  should  be  made,  and  attention  should  be  given  to  those 
individuals  who  need  assistance  in  learning  to  sing  in  tune.  It 
is  a  good  plan  to  group  the  less  musical  pupils  toward  the  front 
of  the  room.  Thus  they  are  helped  by  the  more  musical  voices 
and  by  being  near  the  teacher. 

The  Phrasing  of  Songs. 

Toward  the  end  of  the  year,  when  the  children  have  learned 
to  sing  many  of  the  songs  tunefully  and  with  good  expression, 
they  should  be  taught  to  separate  the  song  into  phrases.  The 
teacher  may  sing  the  first  phrase  and  have  the  children  follow 
with  the  second  phrase,  thus  alternating.  Reverse  the  order, 
asking  the  children  to  sing  first.  The  class  may  be  divided  into 
two  sections,  the  sections  singing  the  phrases.  All  of  the  songs 
should  be  treated  in  this  way.  Pupils  are  led  to  discover  phrases 
that  are  alike  and  unlike,  and  the  number  of  phrases  in  the  song. 


171 

Ear  Training. 

Training  in  music  is  largely  a  matter  of  ear  training.  When 
this  is  begun  at  an  early  age  the  hearing  becomes  sensitive  and 
accurate  in  the  recognition  of  musical  tones  and  their  relations. 
Children  become  familiar  with  musical  tones  and  intervals 
through  repetition.  Lead  the  children  to  recognize  and  name 
familiar  melodies. 

Tonality. 

When  the  children  have  liearned  to  sing  their  melodies  with 
a  single  syllable,  teach  them  the  sol  fa  syllables.  Teach  them 
to  sing  the  syllables  to  their  songs  by  rote,  the  teacher  singing 
the  syllables  to  the  song,  repeating  them  several  times,  then 
singing  by  phrases ;  and  have  the  children  sing  after  her.  After 
they  have  become  familiar  with  the  syllables  of  a  few  songs 
they  will  be  able  to  apply  the  syllables  to  other  familiar  melo- 
dies with  little  or  no  assistance.  Intervals  are  much  more  easily 
learned  in  this  manner  by  memorizing  them  from  the  scale. 
The  less  musical  teacher  finds  it  easier  to  verify  the  correctness 
of  intervals  when  in  their  melodic  setting  than  when  taken 
abstractly  from  the  major  scale. 

An  ideal  recitation  toward  the  end  of  the  year:  The  chil- 
dren should  sing  four  or  five  songs  for  the  pleasure  of  singing, 
and  should  respond  to  the  rhythm  of  these  songs  evenly.  They 
should  phrase  one  or  two  songs  and  compare  the  phrases,  and 
should  sing  the  syllables  to  one  of  the  songs  from  memory;  and 
a  few  simple  intervals  should  be  sung.  No  notation  work  of 
any  kind  should  be  undertaken  in  this  grade. 

Second  Grade. 
Material. 

First  half  year.    "A  Primer  of  Vocal  Music"  in  the  hands  of 

the  teacher. 
Second  half  year.   ''A  Primer  of  Vocal  Music"  in  the  hands 
of  the  pupils. 

FIRST   HALF   YEAR. 

The  oral  work  outlined  for  the  first  grade  should  be  con- 
tinued during  the  first  half  of  the  second  year.  All  the  songs 
of  the  first  grade  should  be  reviewed.  New  songs  should  be 
taught,  special  attention  being  given  to  the  quality  of  the  singing 


178 

and  to  the  rhythmic  work.  The  children  should  have  abundant 
practice  in  singing  syllables  to  their  songs  from  memory,  and  in 
interval  work. 

SECOND   HALF   YEAR. 

Method. 

Teach  new  songs  by  rote  and  review  familiar  songs.     The 
teacher   should   seek   the   best   possible   rendition   of   the   song 
whether  it  be  a  new  or  a  familiar  song. 
Voice  Work. 

Special  attention  should  be  given  to  the  less  musical  children 
and  to  monotones.  It  is  a  serious  matter  if  a  pupil  is  allowed 
to  pass  out  of  this  grade  a  so-called  monotone. 

Begin  the  recitation  with  a  few  short  definite  vocal  drills  in 
which  the  teacher  sings  first  and  the  pupils  imitate  as  an  echo. 
These  exercises  should  be  pitched  high.  The  purpose  of  this 
training  is  to  develop  the  power  to  sustain  the  singing  tone — 
flexibility — correct  enunciation  of  vowels,  and  vowels  in  com- 
bination with  consonants — loosening  the  lips  and  tongue.  Space 
forbids  indicating  these  exercises  here.  The  teacher  may  select 
her  own.  The  exercises  should  be  within  the  compass  of  the 
scale  written  in  E  flat  or  F. 
Bhythm. 

The  pupils  should  be  led  to  indicate  the  strong  and  the  weak 
pulsations  in  the  measure.  They  should  be  led  to  recognize  the 
two,  three  and  four  pulse  measure.  Time  signatures  should  be 
taught.  The  children  will  recognize  the  six  pulse  measure  by  its 
swinging,  waving  movement,  rather  than  as  six  pulses  to  the 
measure. 
Ear  Training  and  Tonality. 

The  suggestions  under  Ear  Training,  Tonality  and  Interval 
studies  outlined  for  the  first  grade  should  be  continued  in  this 
grade.  The  teacher  may  sing  phrases  and  have  the  children 
respond  by  singing  the  syllables.  The  pupils  should  be  able  to 
apply  the  syllables  to  melodies  quite  readily  without  assistance. 
Continue  to  have  the  pupils  sing  intervals  taken  from  the  song, 
first  listening  to  the  interval  as  the  song  is  sung,  and  then  sing- 
ing the  interval,  holding  each  tone  as  long  as  the  teacher  indi- 
cates, first  using  the  syllable  names  and  then  singing  the  interval 
with  one  syllable. 


179 

Introduction  to  Notation. 

Pupils  should  first  be  taught  the  notation  of  familiar  songs. 
Write  the  not(^s  of  a  familiar  song  on  the  blackboard.  Have  the 
children  sing  the  syllables  to  the  song,  the  teacher  pointing  to 
the  notes  as  they  sing.  Have  a  pupil  sing  the  syllables  and 
point  to  the  notes  as  he  sings.  Other  songs  may  be  placed  on 
the  blackboard  and  used  in  the  same  way. 

The  teacher  should  explain  that,  in  writing  music,  we  are 
using  notes;  that  these  notes  are  placed  on  the  lines  and  spaces 
of  the  staff;  that  these  lines  and  spaces  have  names,  using  the 
terms  first  line,  second  line,  etc. ;  first  space,  third  space,  etc. ; 
and  she  should  insist  upon  the  using  of  these  names  by  the 
child  when  speaking  of  the  location  of  the  notes. 

The  pupils  are  now  ready  for  the  books.  They  are  first 
taught  to  point  to  the  notes  of  their  songs  as  they  sing  the 
syllables.  The  purpose  of  this  work  is  to  teach  the  children  to 
follow  the  notes  of  the  melody  accurately.  The  pupil's  ability 
to  point  to  the  note  that  represents  the  tone  he  is  singing  and 
to  keep  up  with  his  pointing  as  he  sings,  is  a  long  step  in  the 
direction  of  sight  reading. 

The  relation  of  notes  upon  the  staff  should  be  taught.  The 
pupils  will  find  that  where  do  is  in  a  space  that  mi,  sol  and  si 
are  in  the  space  and  that  re,  fa,  la  and  upper  do  are  on  the  lines. 
Where  lower  do  is  on  a  line  the  relations  are  just  the  same,  but 
do,  mi,  sol  and  ti  are  on  the  lines  and  re,  fa,  la  and  upper  do 
are  in  the  spaces.  The  teacher  should  lead  the  pupils  to  ob- 
serve many  such  facts.  The  names  for  characters  should  be  used. 
All  this  observation  should  be  done  in  the  spirit  of  the  song. 

Most  of  the  notation  work  of  the  second  grade  should  be  con- 
fined to  the  study  of  notation  of  rote  songs.  The  pupils  may 
be  taught  to  apply  the  knowledge  of  notation  to  the  reading  of 
easy  exercises. 

Third   Grade. 
Material. 

"A  Primer  of  Vocal  Music"  re\dewed  and  completed. 
Method. 

The  greater  part  of  the  songs  of  the  primer  should  be  re- 
viewed. The  notation  of  these  songs  should  be  read  over  and 
over  again  and  the  children  should  be  taught  to  sing  the  songs 
as  daintily  and  as  artistically  as  possible. 


180 

The  remaining  songs  in  Part  III  should  be  taught.    In  learn- 
ing these  rote  songs,  the  children  of  this  grade  should  be  allowed 
to  help  themselves  as  far  as  they  can  in  reading  the  songs. 
Voice  Work. 

Take  a  few  simple  exercises  in  scale  singing,  using  different 
vowels,  and  these  in  combination  with  consonants.  Practice  on 
the  common  chords,  all  of  this  work  being  done  in  a  light,  sweet 
tone.  Attention  should  be  given  to  seating  the  pupils  so  as  to 
secure  the  best  possible  blending  of  the  voices. 
Interval  Work. 

Practice  in  singing  intervals  should  be  continued.  Select  in- 
tervals from  the  song  that  they  may  have  melodic  significance. 
The  pupils  should  sing  the  interval,  using  one  syllable. 

Technical  Work.  Take  up  the  formal  study  of  the  keys, 
beginning  at  Part  II  of  the  primer.  The  facts  of  the  key  should 
be  learned  from  the  observation  of  the  type  songs  preceding  the 
formal  scale  in  that  key.  These  songs  should  be  learned  by  rote. 
The  children  should  be  asked  such  questions  as  "Where  do  we 
find  upper  dnf  ''Where  do  we  find  lower  dof^'  in  these  songs. 
The  scale  and  the  statement  under  it  should  confirm  what  they 
have  learned  by  observation.  The  exercises  and  songs  follow- 
ing the  scale  are  to  be  used  as  sight  reading  material.  The 
teacher  should  ask  the  pupils,  ''What  other  songs  have  we  had 
in  this  key  ? '  *    Review  the  rote  songs  in  each  key. 

In  Part  IV  of  the  primer  there  are  a  number  of  simple  ex- 
ercises and  songs  for  practice  in  simple  time  studies  and  easy 
sierht  reading. 
Rhythm  and  Time  Studies. 

Teach  simple  time  problems  thoroughly,  occasionally  allow- 
ing the  pupils  to  indicate  the  time  strictly.  On  pages  52  and 
58  the  divided  beat  is  taken  up.  It  is  first  introduced  through 
songs,  and  on  the  following  page  it  is  presented  as  a  study 
problem.  After  working  out  these  problems  review  the  rote, 
songs  contained  in  the  divided  beat. 

Part  singing  is  introduced  on  page  51  through  the  round. 
Following  this  is  a  simple  canon  form. 

Fourth  Grade. 
Material. 

The  First  Book  of  Vocal  Music. 


181 

Method. 

In  this  book  there  are  fewer  rote  songs  than  we  found  in 
the  primer.  These  songs  should  be  learned  partly  by  note  and 
partly  by  rote.  The  principal  part  of  the  material  is  study 
material,  and  it  should  be  taken  up  in  the  ordur  in  which  it  is 
presented. 

Technical  Work. 

We  go  a  step  further  in  the  study  of  the  keys.  Teach  the 
letter  names  of  the  lines  and  spaces  of  the  staff  and  the  posi- 
tion of  sharps  and  flats  in  the  scale  and  in  the  signatures  of 
e^ach  key.  Have  the  children  recite  the  names  of  the  sharps  and 
flats  in  the  order  in  which  they  enter  into  the  key. 

Time.  Problems. 

Time  study  is  emphasized  in  the  exercises.  The  study  of 
these  definite  time  problems  should  not  be  allowed  to  interfere 
with  the  rhythmic  movement  of  the  song  or  exercise. 

Tonality. 

.  .Continue  practice  of  singing  songs  by  syllable  from  memory 
The  study  of  intermediate  tones  is  introduced  through  imita- 
tion. Tliey  are  recognized  and  then  named,  and  the  musical 
effect  is  illustrated  in  songs.  Practice  reading  exercises  and 
songs  with  a  single  syllable.  Have  the  pupils  read  simple  songs 
by  applying  the  words  to  the  notes.  Afterward  verify  by  read- 
ing the  syllables. 

Writing  Melodies. 

.Children  may  be  required  to  write  familiar  melodies  from 
memory,  indicating  the  position  of  the  notes  as  they  sing  by 
straight  lines  or  dots;  afterward  filling  in  the  notes  and  divid- 
ing the  melody  into  measures.  This  work  may  be  verified  by  the 
teacher  or  by  the  child  taking  the  book  and  making  the  correc- 
tions. 

Two-Par t  Work.  . 

Simple  two-part  work  is  a  feature  of  the  exercises.  The 
children  should  be  taught  to  sing  lightly  and  listen  to  the  other 
part. 

By  the  end  of  the  fourth  year  the  children  should  have  gained 
a  considerable  degree  of  facility  in  reading  music.  They  should 
have  a  good  elementary  knowledge  of  the  rudiments  of  music, 


182 

and  it  should  have  been  acquired  without  sacrificing  the  spirit 
of  the  song  singing. 

Fifth   Grade. 
Material. 

Second  Book  of  Vocal  Music.  The  material  of  this  book  is 
planned  to  be  taken  page  by  page  and  in  a  general  way  it  is 
recommended  that  the  work  be  completed  to  the  bottom  of 
page  105. 

Method. 

There  are  comparatively  few  rote  songs  in  this  book.     These 
should  be  used  for  keeping  up  expressive,  artistic  singing. 

Voice  Work. 

Follow  directions  for  breathing  and  vocal  drills  indicated  for 
lower  grades,  giving  special  attention  to  distinct  enunciation. 
Require  the  pupils  to  sing  their  songs  so  that  the  hearer  may 
understand  every  word. 

Two-Part  Singing. 

Two-part  work  now  becomes  a  prominent  feature  of  the 
singing.  Follow  suggestions  for  two-part  work  in  the  fourth 
grade.  The  teacher  should  make  individual  study  of  her  pupils' 
voices  with  a  view  to  discovering  the  voices  of  pure  soprano  qual- 
ity and  those  of  alto  quality,  and  seat  the  pupils  so  as  to  secure 
the  best  balancing  of  the  parts.  In  reading  two-part  music, 
take  the  two  parts  together. 

Ear  Training  and  Tonality. 

Practice  singing  syllables  to  songs  from  memory.  Have  them 
read  their  exercises  and  new  songs,  using  one  syllable.  The 
pupils  will  read  many  of  the  simpler  songs  by  applying  the 
words  to  them,  and  this  should  be  encouraged.  Select  some  of 
the  more  difficult  intervals  from  study  exercises  and  songs  for 
practice. 

Give  special  attention  to  the  presentation  of  intermediate 
tones  and  how  these  tones  are  represented  by  the  use  of  the 
sharp,  flat,  and  the  cancel. 

Rhythm  and  Study  of  Time. 

The  time  problems  are  made  more  exact.  The  pupils  are 
taught  to  understand  the  fractional  divisions  of  notes,  the  value 


183 

of  rests  and  the  number  of  notes  and  rests  required  to  fill  a 
measure. 

Technical  Work. 

The  keys  are  reviewed  and  the  theory  of  the  structure  of 
major  scales  presented — the  position  of  the  steps  and  half  steps 
in  the  scale.  This  leads  to  an  explanation  of  why  sharps  and 
flats  are  used.  It  is  important  that  these  technical  facts  be 
taught  in  this  grade. 

Sight  Beading. 

Much  practice  should  be  had  in  rapid  sight  reading,  turning 
rapidly  from  one  exercise  or  song  to  another.  Reviewing  easy 
sight  reading  gives  the  pupils  facility  in  reading  and  makes 
them  more  sure  of  themselves  when  taking  up  new  music. 

Sixth   Grade. 
Material. 

A  Second  Book  of  Vocal  Music  reviewed  and  completed.  The 
advance  work  begins  at  page  106. 

Method. 

Special  emphasis  is  laid  upon  the  quality  of  the  song  sing- 
ing, special  attention  being  given  to  the  testing  of  voices,  seat- 
ing the  pupils  for  singing,  quality  of  tone,  etc. 

Part  Singing. 

The  teacher  should  read  the  suggestions  for  two-part  work 
for  the  fifth  grade.  Three-part  work  will  be  taken  up.  In  se- 
lecting the  voices  for  the  low  part  in  three-part  work,  the  boys 
with  changed  voices  should  be  put  on  this  part.  An  occasional 
girl  voice  may  be  allowed  to  sing  this  part.  As  a  preparation 
for  three-part  work,  practice  spelling  and  pronouncing  simple 
triads  of  the  major  scale. 
Technical  Work. 

The  new  work  is  a  study  of  the  minor  scale  and  the  theo- 
retical structure  of  the  different  forms  of  the  minor.     Practice 
singing  the  minor  scales  until  the  children  become  quite  famil- 
iar with  the  different  forms. 
Time  Study. 

The  "after-beat"  note  is  presented  on  pages  128  and  129. 
Practice  reading  in  strict  time.  There  should  be  no  uncertainty 
as  to  time  problems. 


184 

Tonality. 

Practice  on  intervals,  especially  intervals  in  the  minor  scale. 
Give  special  attention  to  the  theory  of  modulation,  On  page  188 
there  is  a  systematic  review  of  the  study  of  intervals  and  an  ap- 
plication of  the  technical  names  of  these  intervals.  Make  use  of 
the  chapter  on  Rudiments  of  Music  for  reference  and  review. 
Refer  to  Common  Italian  Terms  Used  in  Music,  page  190,  for 
the  meaning  of  marks  and  terms  of  Expression  as  found  in  the 


Writing  Music. 

Where  the  time  will  permit,  it  is  suggested  that  the  pupils 
be  allowed  to  write  melodies  from  dictation.  They  may  be  re- 
quired to  write  major  and  minor  scales  in  different  keys.  In 
doing  this  work,  the  pupils  should  be  required  to  sing  the  tones 
as  they  write  them. 

Seventh  Grade. 

Material. 

The  Alternate  Third  Book.  This  book  is  divided  into  two 
parts.    Part  I  is  designated  for  the  work  of  the  seventh  year. 

This  material  is  planned  to  be  taken  page  by  page,  and  this 
plan  should  be  followed,  so  far  as  the  studies  and  exercises  are 
concerned ;  and  in  a  general  way  the  same  plan  should  be  fol- 
lowed in  regard  to  the  songs,  the  exception  being  where  addi- 
tional songs  may  be  w^anted  for  reading  in  the  key  on  which 
the  studies  are  based,  or  the  possible  selection  of  a  song  for  a 
special  occasion. 

Method.    Song  Singing. 

Special  emphasis  is  laid  upon  artistic  rendition  of  the  songs. 
Read  the  words  of  the  song  with  a  view  to  getting  the  thought 
of  the  poem  and  the  rhythm  suggested  by  the  verse.  Train  pu- 
pils to  find  time  difficulties  and  the  more  unusual  intervals. 
Encourage  the  pupils  to  read  music  silently.  This  will  enable 
them  to  read  music  readily  at  sight. 

Classification  of  Voices. 

There  should  be  frequent  testing  of  the  voices,  as  many  of  the 
voices  will  be  found  to  be  undergoing  rapid  change,  and  each 
pupil  should  be  assigned  to  the  part  which  is  easiest  for  him 
to  sing. 


185 

Part  Singing. 

In  learning  a  new  part  song,  all  the  parts  should  be  sung 
together.  It  is  bad  practice,  pedagogically  and  musically,  to 
learn  each  part  separately. 

Discriminating  care  should  be  exercised  in  seating  the  pupils, 
so  as  to  secure  the  most  satisfactory  balancing  of  the  parts. 

Technical  Work. 

The  theoretical  work  of  this  grade  is  definite  and  exact.  The 
pupils  should  be  required  to  explain  the  structure  of  the  scale 
in  each  key  and  to  write  from  memory  the  sharps  and  flats  in 
the  signature  in  the  order  in  which  they  are  introduced  into  the 
scale.  Practice  spelling  and  pronouncing  the  triads  in  both 
major  and  minor  keys.  The  structure  of  minor  scales  is  ex- 
plained and  the  pupils  required  to  sing  the  different  forms  of 
the  minor  as  called  for  by  the  teacher.  The  difference  in  the 
structure  of  these  scales  should  be  understood. 

The  Relation  of  Keys,  pages  10  and  11 ;  The  Table  of  Keys, 
page  241;  Rudiments  of  Music,  pages  242  to  253;  and  The 
Common  Italian  Terms  Used  in  Music  may  be  used  with  profit 
for  reference  and  review. 

While  it  is  suggested  that  this  definite  technical  work  be 
thoroughly  done,  it  must  be  done  in  the  spirit  of  the  music.  It 
is  essential  that  the  pupils  sing  the  scales  and  when  required 
to  write  the  scales  that  they  be  required  to  sing  the  tones  as  they 
write  the  notes. 

It  is  recommended  that  the  pupils  be  trained  in  rapid  sight 
reading.  Read  the  exercises  in  rapid  succession,  allowing  but 
one  trial.  By  crowding  the  pupils  a  little,  alertness  and  rapid 
thinking  are  acquired. 

Song  Writers. 

Encourage  the  children  to  study  briefly  into  the  lives  of  the 
authors  of  their  songs.  The  pupils  may  tell  who  wrote  this 
song;  what  other  songs  were  written  by  this  same  author,  and 
any  interesting  facts  they  may  gather. 


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